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	[[File:BBI Melody Writing WS Template.pdf|RTENOTITLE]]		[[File:BBI Melody Writing WS Template.pdf|RTENOTITLE]]
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−	| '''Melody Writing: Unistructural'''
−	'''Exemplar''' &#124;&#124; '''Melody Writing:Multistructural'''<br/>'''Exemplar''' &#124;&#124; &#124;&#124; '''Melody Writing: Relational'''<br/>'''Exemplar''' &#124;&#124; '''Melody Writing: Extended Abstract'''<br/>'''Exemplar'''
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−	| [[File:BBI Melody Writing exemplar-unistructural.pdf|RTENOTITLE]]	+	| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Melody Writing: Unistructural'''<br/>'''Exemplar'''<br/>
−	| [[File:BBI Melody Writing exemplar-multistructural.pdf|RTENOTITLE]]	+	| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Melody Writing:Multistructural'''<br/>'''Exemplar'''<br/>
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−	| [[File:BBI Melody Writing exemplar-relational.pdf|RTENOTITLE]]	+	| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Melody Writing: Relational'''<br/>'''Exemplar'''<br/>
−	| [[File:BBI Melody Writing exemplar-extended abstract.pdf|RTENOTITLE]]	+	| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px;" | '''Melody Writing: Extended Abstract'''<br/>'''Exemplar'''
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	<br/>[[File:BBI CreatingArt SOLORubric Y8.pdf|RTENOTITLE]]<br/>[[File:BBI CreatingArt SOLORubric Y8.jpg|RTENOTITLE]]		<br/>[[File:BBI CreatingArt SOLORubric Y8.pdf|RTENOTITLE]]<br/>[[File:BBI CreatingArt SOLORubric Y8.jpg|RTENOTITLE]]
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Latest revision as of 15:33, 24 January 2012

Contents 1 Learning Area: The Arts 1.1 The Arts 1.1.1 Dance 1.1.2 Music 1.1.3 Drama 1.1.4 Visual Art

Learning Area: The Arts

The Arts

Dance

Adele Griffin (Blockhouse Bay Intermediate School) developed this self-assessment rubric to use her planning for her Dance students.

Planning
File:BBI DANCE 2010.pdf
Self Assessment Rubric
File:BBI Dance SOLORubric.pdf

Music

Tamsyn Chan (Blockhouse Bay Intermediate) developed these SOLO Rubrics and exemplars for Melody Writing.

File:BBI Music MelodyWriting SOLORubric.pdf

File:BBI Melody Writing WS Template.pdf

Melody Writing: Unistructural Exemplar	Melody Writing:Multistructural Exemplar		Melody Writing: Relational Exemplar	Melody Writing: Extended Abstract Exemplar
File:BBI Melody Writing exemplar-unistructural.pdf	File:BBI Melody Writing exemplar-multistructural.pdf		File:BBI Melody Writing exemplar-relational.pdf	File:BBI Melody Writing exemplar-extended abstract.pdf

Melody Writing Extended Abstract Exemplar:

Drama

Using SOLO Taxonomy to create a common language of learning rubric for self assessing dramatic performance in junior school

File:HOT Drama Y2 Feelings Rubric.pdf.

Visual Art

Visual arts - Collage and group installation
File:HOT Visual Arts SOLO Self Assessment Rubric Collage.pdf

Matt Brunton from Blockhouse Bay Intermediate School developed these SOLO Coded rubrics for Year 8 Students creating art using line, colour and shape.

File:BBI CreatingArt SOLORubric Y8.pdf

v d e HOT Wiki SOLO Taxonomy SOLO Taxonomy Comparison SOLO and Bloom's HOT SOLO Differentiated Curriculum Model HOT SOLO DCM Planning Templates SOLO: Learning to Learn SOLO: What is Learning? SOLO: Learning Process SOLO: Language of Learning SOLO: Learning Experiences SOLO: Learning Interventions SOLO and ICT · SOLO and ICT Progress indicators · SOLO and Thinking Skills SOLO: L2L Prog Evaluation SOLO: The New Zealand Curriculum SOLO and Effective Pedagogy Vision SOLO and Principles SOLO and Values SOLO and Key Competencies Managing Self · Relating to others · Participating and contributing · Thinking · Using language, symbols and text Essence Statements SOLO and Learning Areas SOLO: Te Reo Maori SOLO Te Reo Resources SOLO: Concept Curriculum Concept Curriculum Resources SOLO: Thinking about Thinking A Thinking Curriculum Article Critical, creative and caring thinking SOLO and Questioning SOLO and Metacognition SOLO: Inquiry Learning SOLO Taxonomy and Inquiry Learning HOT SOLO Inquiry Model HOT Product List SOLO and Metacognition Inquiry SOLO Rubric Inquiry Resources Inquire2Learn Article SOLO: Problem Based Learning PBL SOLO Rubric SOLO: Gifted and Talented SOLO Taxonomy and Gifted Designing for Differentiation ICT and Gifted Ed Between the Idea and the Reality G&T Resources

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