ARTS EDUCATION TEACHER HANDBOOK

MUSIC :: MIDDLE SCHOOL ASSESSMENT ITEMS

MIDDLE SCHOOL ASSESSMENT ITEMS

 

Submitted by Ramona P. Jenner, Wake County Public Schools

Title:
Creating Sight-Singing Originals

Grade Level or Course:
6th Grade Chorus
Vocal Music I (9-12)

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course
of Study and Grade Level Competencies, K - 12:

6th Grade:

  • 4.04-Show respect for the composing and arranging efforts of others.
  • 5.01-Read whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, 6/8 and 2/2 meters.
  • 5.03-Sightread simple melodic notation in the treble clef.
  • 5.04 Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression.
  • 5.05-Show respect for the reading and notating efforts of others.
  • 6.05-Show respect while listening to and analyzing music.

Vocal Music I: (9-12)

  • 4.04-Show respect for the composing and arranging efforts of others.
  • 5.01-Read whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, 6/8, 3/8, 2/2 and mixed meters.
  • 5.02-Sightread melodies.
  • 5.04-Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to record own musical ideas and musical ideas of others.
  • 5.05-Show respect for the reading and notating efforts of others.
  • 6.06-Show respect while listening to and analyzing music.

Link with other subjects:

Mathematics, Patterns, Groupings, Addition

Type of Assessment:
_ Diagnostic
_ Monitoring
x Summative

Type of Item:
_ Selected Response
_ Written Response
x Performance
_ Conversation
_ Observation

 

Assessment Item (Write the actual item below):

  • Work together with your group members to create a sight-singing example to be performed in class.
  • Look at the rubrics for the composition and performance guidelines. All students are expected to meet the proficient level expectations.
  • Also, look at the group work rubric to make sure that you are contributing to your group in an appropriate way. When you have finished creating the sight-singing example, you will self-evaluate the group work process using this rubric.
  • Each group will perform their original sight-singing example for the class and be graded using the rubrics for composition and performance.
  • Sight-singing examples will be compiled into a collection to use with the Chorus classes.
  • Students will receive feedback on their work through the rubrics.

Scoring Information:

  1. Group Work Rubric (see rubric at the end of this item) Students will self-evaluate group work.
  2. Composition and Performance Rubrics (see rubrics at the end of this item)? Can be used for individual, group, teacher, or class evaluations.
  3. For all rubrics, a final score is reached by averaging the total for each component. Individual scores can be used from the rubrics, or they can be averaged for an overall grade for the assignment.

*Students should be familiar with and have copies of all rubrics before creating their sight-singing examples.

Teacher notes:

Students should be proficient with counting note values in different meters, reading notation in treble clef, and writing simple musical notation on music manuscript paper. They should have experience performing sight-singing examples as a class. They should also be familiar with compositional devices and musical notation using traditional terms and symbols. The rubrics used in this assessment are examples; teachers should feel free to adapt.

Other related items:

  1. When students perform their sight-singing examples for the class, the sight-singing? composition and/or performance rubric could be used for discussion.? Students are asked to provide positive feedback to the composers.
  2. Later, students could create sight-singing examples individually, as opposed to in small groups.
  3. Students who created examples to sing on syllables or numbers could actually write lyrics for their sight-singing examples.
  4. Copies can be made of all examples to use in Chorus class when practicing sight-singing.

Sight-Singing Composition Rubric

 

 Advanced(4)Proficient(3)Basic(2)Below Average(1)
Organization Example has a clear beginning and end and is comprised of 8 to 16 measures of music Ex. has a clear beginning and end is comprised of 8 to 12 measures of music Ex. is comprised of at least 8 measures of music Ex. has less then 8 measures of music
Melody Melody used more than 5 pitches Melody used 3 to 5 pitches Melody used 3 pitches Melody used less than 3 pitches
Meter/Rhythm Time signature was noted at the beginning with at least 5 different note values correctly utilized in sight-singing example Time signature was noted at the beginning with 3 to 5 different note values correctly utilized in sight-singing example Time signature was noted at the beginning but less than 3 note values were correctly utilized in sight-singing example No time signature was noted in the example with note values used incorrectly in sight-singing example
Notation Example was correctly written noting treble clef, correct notation, double bar at the end Example was written using correct notation for 85 percent of the example Example was written using correct notation for 70 percent of the example Example was not accurately notated

Organization_____ Melody_____ Meter/Rhythm_____ Notation_______

Total_________

(Average of components)

Sight-Singing Performance Rubric

 

 Advanced(4) Proficient(3) Basic(2) Below Average(1)
Pitch All pitches are sung correctly Most pitches are sung correctly Only about 70 percent of pitches are sung correctly Few or no pitches were sung correctly
Rhythm All rhythms were accurately executed Most rhythms were accurately executed Only about 70 percent of rhythms were accurately executed Few or no rhythms were accurately executed
Dynamics All dynamic changes were distinctly noticeable in performance Some dynamic changes were noted during performance Dynamics were notated but not demonstrated in example Dynamics were not notated or demonstrated
Tempo Tempo was appropriately executed Tempo was appropriate and steady most of the time Tempo was appropriate but not always maintained Tempo was not appropriate or maintained
Posture Excellent singing posture was maintained during performance Excellent singing posture was maintained during most of the performance Good singing posture was maintained for 70 percent of performance Poor posture was maintained during performance

 

Pitch_____ Rhythm_____ Dynamics______ Tempo_______ Posture________

Total Score________

(Average of totals for each component)

Group Work Rubric
Sight-Singing Examples

 

 >Outstanding (4)Proficient(3) Needs Work(2)Below Average Work(1)
Collaboration All group members shared ideas and listened respectfully to one another All group members participated, but did not always respectfully share and listen to ideas One or two group member dominated the process and did not allow others to share ideas or listen respectfully to others The group did not collaborate at all to share ideas or listen respectfully to one another
Participation All group members participated in the sight-singing writing process equally Most group members participated in the sight-singing writing process equally One or two members dominated the sight-singing writing process and therefore prevented others from contributing Members did not participate in writing a sight-singing example
Individual Contributions I feel that I fully contributed to my group. My primary job was: I feel that I contributed to my group, but could have done more. My primary job was: I feel that I did not contribute much to my group at all. My job was: I did not contribute to my group at all.

 

Collaboration_______ Participation_________ Individual Contributions________ Total Score________

(Average of totals for each component of the rubric)

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