ARTS EDUCATION TEACHER HANDBOOK

MUSIC :: HIGH SCHOOL ASSESSMENT ITEMS

HIGH SCHOOL ASSESSMENT ITEMS

 

Submitted by Denise M Hall, Cumberland County Schools

Title:
Composing Project

Grade Level or Course:
Vocal Music I

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

  • 3.01 Improvise simple melodic and rhythmic patterns.
  • 3.02 Show respect for the improvisational efforts of others.
  • 4.01 Compose and arrange music incorporating appropriate voicings and ranges.
  • 5.01 Read whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 4/4, 6/8, 3/8, 2/2, and mixed meters.
  • 5.02 Sightread melodies.
  • 5.03 Notate 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.
  • 6.01 Identify the basic musical forms.
  • 6.02 Demonstrate a basic knowledge of the technical vocabulary of music.
  • 6.03 Recognize and identify a variety of compositional techniques.
  • 6.05 Demonstrate auditory perceptual skills by conducting, moving, answering questions about, and describing aural examples of music.
  • 6.06 Show respect while listening to and analyzing music.
  • 7.02 Evaluate musical works by comparing them to similar or exemplary models.
  • 7.05 Describe the aesthetic nature of music and how perceptions of interacting musical elements affect one�s feelingful responses to music.
  • 7.06 Show respect for the musical efforts and opinions of others.
  • 8.02 Use knowledge of mathematical relationships to create original compositions.

Link with other subjects:

N/A

Type of Assessment:
_ Diagnostic
_ Monitoring
x Summative

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

Alignment with NC High School Exit Exam:
x Communication: 3.01
x Processing Information: 5.03
x Problem Solving: 4.01
x Using Numbers and Data: 8.02

 

Assessment Item:

A written composition will be submitted by each student. The composition should include the following:

  1. The 4 measure "prompt" given by the teacher and an additional 4 original measures composed by the student.
  2. Measures that use note values appropriately to reflect the time (meter) signature.
  3. Designation of letter names for each pitch given.
  4. An explanation of the time (meter) signature.
  5. Correct placement/use of bar lines and double bar lines.
  6. Explanation of the rhythm pattern selected.

An oral presentation of the composition of each student by the student reflecting the following:

  1. Correct performance of the composition of the piano or keyboard.
  2. Correct use of dynamics.
  3. Adherence to given tempo

Scoring Information:

For each of the 4 original measures, score 15 points per measure. If the "prompt" is not included, deduct 10 points. (Students are given the "prompt" and should understand the importance of determining the meter and key signature before beginning a piece.)
For each measure containing a mistake in note values, deduct 5 points.
For each measure containing a mistake in notating the letter name of a given pitch, deduct 5 points.
For improper use of bar lines and/or double bar lines, deduct 5 points.
For failing to explain the rhythm pattern selected, deduct 5 points.
For failing to adhere to the given tempo during oral performance, deduct 5 points.
For failing to implement dynamics during oral performance, deduct 5 points.
The overall oral performance should be given 10 points, judging each measure for accuracy in rhythm and pitch performance. Deduct 2 points for each measure in which a playing mistake is made.

Teacher notes:

Students should be familiar with basic information regarding note values and interpretation of time signatures, ability to read the treble and bass staves, and location of notes on the keyboard prior to the introduction of this project.

Other related items:

Teachers should allow time for discussion following the oral presentations of compositions. By doing so, students are allowed to praise and critique each other's work encouraging each student to examine the music to which they choose to listen.

 

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