(Song Writing, Poetry, and Critique)

Song “Construction” Rubric

Outcomes Element/Role 1: Beginning 2: Developing 3: Accomplished 4: Exemplary Musical.A MA.3 Social.A S.A.2

Lyrics/ Writer

• Lyrics communicate a message, but the audience or purpose of the message may be unclear.

• Lyrics communicate a message with a clear audience and purpose

• Lyrics may not

express significant meaning, evoke relevant images, or describe interesting ideas or concepts.

• Lyrics communicate a clear message with language that is expressive, evocative, and descriptive.

• Some lyrics may not work

with melody, rhythm, and harmony to establish and sustain a decided theme.

• Lyrics communicate a clear message with language that is expressive, evocative, and descriptive.

• All lyrics work with

melody, rhythm, and harmony to establish and sustain a decided theme and evoke relevant images.

Oral.A O.A.4

Vocals/ Performer

• Vocals can be heard and understood, but some voices may lack vocal expression.

• Vocals are clear and expressive, but technical errors in volume, pitch and tempo are noticeable and distracting.

• Vocals are clear, expressive, and technically accurate

• Some voices may detract

from the message or theme by clashing with melody, rhythm, or harmony.

• Vocals are clear, expressive, and technically accurate

• All voices mesh with

melody, rhythm, and harmony to enhance the message and theme.

Musical.A M.A.1 Musical.B M.B.1

Music/Artist • All instruments can be heard and understood, but some instruments may lack musical expression.

• All instruments are clear and expressive, but technical errors in volume, pitch, tempo, are noticeable and distracting.

• All instruments are clear, expressive, and technically accurate

• Some instruments may clash

with the song’s melody, rhythm, or harmony.

• All instruments are clear, expressive technically accurate,

• All instruments mesh with

melody, rhythm, and harmony to establish and sustain a decided theme.

Musical.A M.A.4

Mix/Builder • The mix is edited and equalized so that vocals, melodies, rhythms, and

• The mix establishes and sustains a decided theme throughout the song, but technical

• The mix is edited and equalized so that vocals, melodies, rhythms, and harmonies combine to

• The mix is edited and equalized so that vocals, melodies, rhythms, and harmonies combine to

Musical.B M.B.3

harmonies combine to establish a decided theme, but the theme is not sustained throughout the song.

errors in edits or equalization are sometimes noticeable and distracting.

establish and sustain a decided theme

• The mix is free from technical

errors.

establish and sustain a decided theme

• The mix is free from

technical errors and enhanced by appropriate effects.

Musical.A M.A.2 M.A.5 Musical.B M.B.2

Originality/ Manager

• The song does not communicate a clear message and may lack unity or variety.

• The song communicates a clear message but lacks in achieving balance between and variety.

• The song communicates a clear message.

• Achieves a balance between

unity and variety. • Synthesizes multiple musical

sources to generate a quality of newness that is distinct from existing songs.

• The song communicates a clear message.

• Effectively Achieves a

balance between unity and variety

• Effectively synthesizes

multiple musical sources from different genres to generate a quality of newness that is distinct from existing genres.

Poetry Rubric Outcomes Element/Role 1: Beginning 2: Developing 3: Accomplished 4: Exemplary Social.A S.A.2 S.B.2 S.B.3

Lyrics/Writer

• The poem communicates a message, but the audience or purpose of the message may be unclear

• The poem communicates a message with a clear audience and purpose, but may not express significant meaning, or evoke compelling images or emotions, but may not express significant meaning or evoke compelling images or emotions.

• The poem communicates a message with clear audience and purpose, expresses significant meaning, and evokes compelling images and emotions, but may use too few or too many sound devices of figures of speech to engage readers or listeners.

• The poem communicates message with clear audience and purpose, expresses significant meaning, evokes compelling images and emotions, and uses appropriate sound devices and figures of speech to engage readers and listeners.

Oral.A O.A.1

Originality/ Writer

• The poem uses a form that is appropriate to the message, but the conventions of the form may not be used consistently throughout the poem.

• The poem consistently follows the conventions of a form that is appropriate to the message, but may not express an original idea or a distinctive point of view.

• The poem consistently follows the conventions of a form that is appropriate to the message and synthesizes multiple verbal sources to generate a quality of newness that is distinct from existing poems.

• The poem integrates the conventions of forms that are appropriate to the message and synthesizes multiple verbal sources from different genres to generate a quality of newness that is distinct from existing genres.

Oral.A O.A.2 O.A.3

Mechanics/ Writer

• Mechanical errors in spelling and grammar are distracting and unrelated to the genre, audience, and purpose.

• The poem is free from mechanical errors in spelling and grammar (unless they are integral to the genre, audience, or purpose), but punctuation may be inconsistent.

• The poem is free from mechanical errors in spelling and grammar (unless they are integral to the genre, audience, or purpose; punctuation is consistent and meaningful, but the poem may not be formatted for publication or performance.

• The poem is free from mechanical errors in spelling and grammar (unless they are integral to genre, audience, or purpose)

• Punctuation is consistent

and meaningful; and the poem is creatively formatted for publication or performance

Oral.A O.A.4 O.A.5

Spoken Word/Performer

• The poem can be heard and understood, but the poet’s voice may lack rhythm or expression.

• The poet’s voice is clear, rhythmic, and expressive, but the poet’s posture or gestures may be awkward or distracting.

• The poet’s voice is clear, rhythmic, and expressive.

• The poet is poised and

gestures are natural and compelling, but props or music may be distracting or may not complement the poem’s message.

• The poet’s voice is clear, rhythmic, and expressive.

• The poet is poised and

gestures are natural and compelling.

• Props or music enhance

the poem’s message and engage the audience.

Critique Rubric

Outcomes Role 1: Beginning 2: Developing 3: Accomplished 4: Exemplary

Aut

hors

hip

Critical.A C.A.1 C.A.2

Critic Students identify basic writer, performer, artist, builder, and manager roles involved in constructing media messages.

Students explain how basic writer, performer, artist, builder, and manager roles contribute to the construction of media messages

Students explain how choices made by writers, performers, artists, builders, and managers affect the construction of media messages.

Students consider how different choices by writers, performers, artists, builders, and managers could affect the construction of media messages.

Aud

ienc

e

Critical.A C.A.1 C.A.2

Critic Students identify the intended audiences of media messages.

Students explain how media messages appeal to similarities among people and interpret media messages from a personal viewpoint.

Students explain how media messages appeal to similarities and exploit differences among people and interpret media messages from multiple viewpoints.

Students interpret media messages from multiple viewpoints and consider how different choices and techniques could affect the audiences of media messages.

Purp

ose

Critical.A C.A.1 C.A.2

Critic Students identify the basic purposes of media messages, such as informing, persuading, and entertaining their audiences.

Students explain how economic, political, and social motives affect the creation and distribution of media messages for different audiences and purposes.

Students explain how ownership and structure of media organizations influence the creation and distribution of media messages for different audiences and purposes.

Students consider how changes in ownership and structure of media organizations could affect the creation and distribution of media messages for different audiences and purposes.

Con

tent

Critical.A C.A.1 C.A.2

Critic Students identify generalizations (flexible observations) and stereotypes (rigid conclusions) in the content of media messages.

Students explain how culture, gender, ethnicity, and language affect their personal interpretations of the content of media messages.

Students explain how culture, gender, ethnicity, and language affect interpretations of the content of media messages from multiple viewpoints.

Students consider how different representations of culture, gender, ethnicity, and language could affect interpretations of the content of media messages from multiple viewpoints.

Form

at Critical.A

C.A.1 C.A.2

Critic Students identify basic verbal, visual, musical, cinematic, and procedural formats involved in constructing media messages.

Students explain how basic verbal, visual, musical, cinematic, and procedural formats contribute to the construction of media messages.

Students explain how basic verbal, visual, musical, cinematic, and procedural techniques contribute to the emotional impact of media messages.

Students consider how different verbal, musical, cinematic, and procedural techniques could affect the emotional impact of media messages.