Year 2 Semester 1 Criteria Sheet

Transcription

1 Year 2 Semester 1 Criteria Sheet Name: Task: Individually read 8 beat rhythmic Date: Overall Result: patterns from two randomly chosen flashcards using claves. ASSESSABLE ELEMENTS DESCRIPTORS A B C D E The student work demonstrates evidence of: Knowledge and Understanding Music involves singing, playing instruments, listening, moving, improvising and composing by using the music elements to express ideas, considering particular audiences and particular purposes, through sound. Duration, beat, time values and metre are used to create repeated rhythmic patterns Reading flash cards containing and with a steady beat. Comprehensive and fluent reading Thorough knowledge and and fluent reading and accurate performing with minor errors Satisfactory knowledgee and and mainly accurate reading and performing Variable knowledge and understanding of and stilted or incorrect reading and Rudimentary and with no, or a very superficial, attem to read and perfo Presenting Present arts works to familiar audiences (own class), using correct playing techniques andaccurate reading and playing. Controlled and accurate of the rhythmic pattern displaying a strong feeling of beat and correct playing technique Effective of the rhythmic pattern displaying a strong feeling of beat and correct playing technique Credible of the rhythmic pattern displaying a feeling of beat and mainly correct playing technique Variable of the rhythmic pattern with no feeling of beat and incorrect playing technique of th rhythmic pattern. Reflecting reflect to identify new understandings comment on own Perceptive reflection and Informed reflection on learning and Relevant reflection on learning and Superficial reflection and Cursory reflection and

2 Reading Rhythms Steady Beat Even Correct Technique

3 Year 4 Semester 1 Criteria Sheet Name: Date: Overall Result: Task: Compose a melody, using drm (GAB) and &, on felt staves with counters and match sticks. Sing in solfa, take a photo, and make them into a class book or electronic book for others to sing. ASSESSABLE ELEMENTS Knowledge and Understanding Music involves singing, playing instruments, listening, moving, improvising and composing by modifying the music elements to express ideas, considering intended audiences and intended purposes, through sound. Duration, beat, time values and metre are used to create rhythmic patterns Pitch and intervals are used to create melodic arrangement of sound composing a melody drm - GAB Relative softness and loudness and articulation of sounds are used to change dynamic levels and expression of music Creating Select ideas for composition, considering class and teacher as audience and using music elements and languages Create and shape composition by combining music elements Presenting practise arts works, using interpretive and technical skills present arts works to familiar audiences, using arts techniques, skills and processes Reflecting reflect to identify new understandings DESCRIPTORS A B C D E The student work demonstrates evidence of: Comprehensive the rhythmic and melodic elements selected for composition as evidenced by accurate staff placement and correct stem positions. Insightful and skilful creation of a piece of music that is different from a known song, innovative in pitch patterning and with a strong ending. Controlled composition with no solfa errors, accurate rhythms and excellent pitch. Perceptive reflection Thorough knowledge and the rhythmic and melodic elements selected for composition as evidenced by accurate staff placement and mostly correct stem positions. Informed and effective creation of a piece of music that is different from a known song, has some variation in pitch patterning and with a strong ending. Effective composition with no solfa errors, mainly accurate rhythms and good pitch. Informed reflection Satisfactory the elements selected for composition as evidenced by mostly accurate staff placement and stem positions. Relevant and competent creation of a piece of music that has some pitch patterning. Credible composition with some errors, rhythm and pitch. Relevant reflection Variable knowledge and the rhythmic and melodic elements selected for composition. Many notes and stems incorrect. Variable creation of a piece of music with some evidence of note placement. Variable presentation of composition with many errors, rhythm and pitch. Superficial reflection Rudimentary the elements selected for composition. Little or no correct notes. creation of a piece of music. composition. Cursory reflection on learning

4 drm Composition 1. Did you use the correct notes on the staff? 2. Have you heard your melody before or is it original? 3. Did you sing the notes correctly?

5 Year 6 Semester 1 Criteria Sheet Name: Date: Overall Result: Task: Sing the Australian folk song, Moreton Bay, while playing the ukulele. ASSESSABLE ELEMENTS Knowledge and Understanding Duration, beat, time values and metre are used to create rhythm Pitch and intervals are used to create melody Rhythms and pitches within the song (eg anacrusis, Tonalities and harmonies are used to organise music in vertical arrangements Playing accompanying chords on ukulele C, A minor, F and G Contemporary and traditional musical forms are used to structure music Form in Australian Folk Music Relative softness and loudness and emphasis of sounds are used to change dynamic levels, phrasing and expression in music Presenting Practise song and playing ukulele, using interpretive and technical skills Present song to class, teacher and some younger class groups using interpretive and technical skills Responding/Reflecting respond to arts works and describe initial impressions and personal interpretations, using arts elements and languages Reflect to identify new understandings 1.Did your play the correct chords at the correct time? 2.Did you sing in tune? 3.Was there a good balance between your singing and playing? 4.What expressive elements did you use? In this task I learnt (may refer to: chords, accompaniment,, historical context) DESCRIPTORS A B C D E The student work demonstrates evidence of: Comprehensive rhythmic, melodic and expressive Controlled song with no pitch or chord errors, steady beat, with correct balance and instrumental techniques. Expressive elements and phrasing enhance the. Perceptive response to, own Thorough knowledge and Effective song with limited pitch or chord errors, steady beat, and usually correct balance and instrumental techniques. Use of some expressive elements and phrasing. Informed response to, own Satisfactory Credible song with some pitch and chord errors, usually steady beat, and some attempt at correct balance and instrumental techniques. Relevant response to, own Variable knowledge and Variable presentation of song with many errors in pitch, chords and technique. Narrow response to, own Rudimentary song. Cursory or no response to, own

6 Moreton Bay with Ukulele 1. Did you play the correct chords at the correct time? 2. Did you sing in tune? 3. Was there a good balance between your singing and playing? 4. What expressive elements did you use? In this task I learnt (may refer to: chords, accompaniment,, historical context)