iRubric: Research Project- band rubric

Student makes little to no connections or insights through divergent thinking. An example may be a student uses general information about a genre that looks very similar to a wikipedia entry.

Student makes few connections or informed insights into the information through divergent thinking. An example may be a student is able to tell what instruments are usually in a genre, but does little to infer how the genre in similar to others.

Student makes some connections, draws conclusions, or reinterprets information through divergent thinking. An example may be a student analyze an argument for how a genre began, and give their own opinion based on the information gathered.

Student makes unique connections that may not have been thought of before, and draws conclusions from information through divergent thinking. An example may be a student creates a piece of new piece combining 2 genres to illustrate their understanding of genres.

Student does little to nothing to explain some of the deeper dimensions of music and art. An example may be a student describe the band as punk, and says it has a very heavy distorted guitar, and is really loud.

Student does little to explain some of the deeper dimensions of music and art. An example may be a student tells the band members of a punk band, and tells what awards they may have won, but does little to explain what it sounds like or where it came from.

Student is able to explain some of the deeper dimensions of music and art, and the creative process through research and perceptive listening and describing. An example may be a student is able to hear the agression in punk music, and explains how it may be related to the politics of the time.

Student is able to reinterpret some of the deeper dimensions of music and art, and the creative process through research and perceptive listening and describing. An example may be that a creates a new idea or opinion on how punk was created based on opinions of others and research.