Michigan Arts Education Instructional and Assessment Program Michigan Assessment Consortium. MUSIC Assessment

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1 Michigan Arts Education Instructional and Assessment Program Michigan Assessment Consortium MUSIC Assessment Performance Event M.E412 Theme & Variations High School Levels 1 and 2 Teacher Booklet Teacher Directions Assessment Questions Student Directions Variation Worksheets Student Checklists Teacher Scoring Rubric

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4 ACKNOWLEDGEMENTS USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 2) This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. 1

5 Performance Standard(s) Content Standard VPAA Guidelines Intended Students Anchor Standard Michigan Student Learning Standards Assessed M.HS.C.1 Demonstrate an appropriate level of musical understanding through their interpretive decisions made when composing, improvising, or arranging music. ART.M.II.HS.4 Compose music in several different styles; demonstrate creativity in using the elements of music for expressive effect. C1 Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline. First- and second-year (Levels 1 and 2) music students Alignment to National Core Arts Standards MU: Cn10 Synthesize and relate knowledge and personal experiences to make art. OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT Year 1 (Level 1) These students will take a single, prominent theme that is 8 16 bars in length from a piece of music that they are currently studying (e.g., an ensemble performance piece, an excerpt presented to a music theory course). Within the class period, the student will create a variation on the theme that is both similar to and different from the original source theme. The student s original variation must be notated. The created variation must be in the same tonality and meter as the original theme, but it should differ in use of other elements of music (e.g., rhythm, pitches, intervals, contour). The variation should also be the same number of bars as the original theme. Year 2 (Level 2) These students must change both the tonality and the meter, vary other elements of the music (as listed above), and extend the length up to twice that of the original theme. TOTAL TIME SUGGESTED The assessment should take one 50-minute class period to complete. LIST OF MATERIALS REQUIRED The following materials are required for this assessment: o Student Booklets o Pens or pencils o Notated theme from piece of music currently under study, preferably copied onto individual sheets of paper to be handed out to each student o Multiple copies of blank music sheet paper or comparable notation software platform (examples: Sibelius, Finale, Finale Notepad, Noteflight) o Musical instrument/computer (optional) 2

6 ASSESSMENT SETUP The assessment administrator will have enough copies of the example theme before the class period begins. Chairs/desks should be spaced around the room in order to allow for sufficient personal workspace. Students will need flat, hard surfaces to write on, such as a desk, music folder, or sturdy music stand. STIMULUS/STIMULI USED IN THE PERFORMANCE EVENT The stimulus for this performance event is a teacher-chosen notated theme. Note: All students must be using the same theme, although it can be notated in treble, bass, or alto clef per student needs. If notated in multiple clefs, these should be labeled as different forms, such as Form A (treble clef), Form B (bass clef), etc. These must be clearly labeled. DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONS FOR YEAR 1 (LEVEL 1) STUDENTS Pass out the Student Booklets and the separate example theme to the students. Be sure that each student has the correct theme form (A, B, or C, depending on each individual s familiar clef). There are separate directions for Year 1 (Level 1) and Year 2 (Level 2) students. Read these directions to Year 1 students only: These are the materials and your Student Booklet for the assessment exercise today. You should have the Student Booklet and a copy of the example theme in your familiar clef. Please take a minute to fill out the information on the Student Booklet cover. Give students a few minutes to fill out the information, and then to check to see that each has the correct form of the theme in his or her familiar clef. Today you will be creating a variation on a given theme. Please take a look at the theme on the sheet of paper that was just passed out to you. You are familiar with this theme because it appears in a piece we have been studying in class. Please be sure the theme you received is notated in the clef with which you are most familiar. Pause to make sure each student has the appropriate clef. Make changes if necessary. You will have the entire class period to study the characteristics of the theme and to create your own variation. The variation should be both similar to and different from the given theme. Specifically, your variation will have the same key signature, and it should be in the same tonality and meter as the theme. Your variation should also be the same length as the given theme, but it should differ in terms of other aspects like the rhythms, pitches used, intervals between pitches, melodic contour, dynamics, etc. Remember if your variation is too similar, it will not demonstrate creativity or stimulate interest, but if it is too different from the theme, it will appear unrelated to the theme. 3

7 Please take two minutes right now to look over the theme and write down some ideas for your variation on the worksheets. While the two minutes elapse, you may repeat details from the paragraph above to students who are confused, but you should not provide further information. Now begin to work on notating your variation. You have multiple sheets of paper in your Booklet that can be used for drafts of ideas. Only what you notate in the staves at the bottom of the page where it is marked Final Composition will be assessed. At the end of the period, your teacher will collect your finished products. You will be assessed on several aspects of your creation, including its relationship to the theme, creative difference from the theme, and clarity of presentation. You will find the Teacher Scoring Rubric on page 7 of your Booklet. Please use it as a guide to the specific expectations as you work on your variations. Please take the rest of class time to work on your variation. You are to work alone and may not talk to other students during this assessment. For the next 15 minutes, you may sing or play your instrument quietly as you compose. After this 15-minute period, your teacher will ask for silence for the remainder of the class period. After 15 minutes elapse, say: Since 15 minutes has passed, you must now work silently for the remainder of the class period. I will let you know when there are five minutes remaining. When there are five minutes remaining, say: There are now five minutes remaining in the class period. Please make the final changes or additions to your variation, and be sure that the musical notation is clear in the space for Final Composition. When the time is up, say: It is now time to turn in your completed composition. Please make sure your name is on the cover of the Booklet. DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONS FOR SECOND-YEAR (LEVEL 2) STUDENTS Pass out the Student Booklets and the separate example theme to the Year 2 students. Be sure that each student has the correct theme form (A, B, or C depending on each student s familiar clef). There are separate directions for Year 1 (Level 1) and Year 2 (Level 2) students. Read these directions to Year 2 students only: These are the materials and your Student Booklet for the assessment exercise today. You should have the Booklet and a copy of the example theme in your familiar clef. Please take a minute to fill out the information on the Student Booklet cover. 4

8 Give students a few minutes to fill out the information, and check to see that each student has the correct form of the theme in his or her familiar clef. Today you will be creating a variation on a given theme. Please take a look at the theme on the sheet of paper that was just passed out to you. You are familiar with this theme because it appears in a piece we have been studying in class. Please be sure the theme you received is notated in the clef with which you are most familiar. You will have the entire class period to study the characteristics of the theme and to create your own variation. The variation should be both similar to and different from the given theme. Specifically, your variation must be in a different tonality and meter than the theme. Your variation should also be longer than the given theme, but it should be no longer than twice the length of the original. Your variation will also differ in terms of other aspects like the rhythms, pitches used, intervals between pitches, melodic contour, dynamics, etc. Remember if your variation is too similar, it will not demonstrate creativity or stimulate interest, but if it is too different from the theme, it will appear unrelated to the theme. As a first step, you will write the theme in a new tonality and meter but make no other changes. For example, you could change the tonality to minor (if original is in major, or vice versa) and change the meter to triple (if original is in duple, or vice versa). Take 10 minutes to do this now. While 10 minutes elapse, you may repeat details from the paragraph above and may pose neutral questions, such as In what tonality is the original theme? or In what meter is the original theme? to students who are confused, but you should not provide any further information. Now begin to work on notating your variation. You have multiple sheets of paper that can be used for drafts of ideas, and only what you notate in the staves at the bottom of the page where it is marked Final Composition will be assessed. At the end of the period, your teacher will collect your finished products. You will be assessed on several aspects of your creation, including its relationship to the theme, creative difference from the theme, and clarity of presentation. You will find the Teacher Scoring Rubric on page 7 of your Booklet. Please use it as a guide to the specific expectations as you work on your variations. Please take the rest of class time to work on your variation. You will work alone and may not talk to other students during this assessment. For the next 15 minutes, you may sing or play your instrument silently as you compose. After this 15-minute period, your teacher will ask for silence for the remainder of the class period. After 15 minutes elapse, say: 5

9 Since 15 minutes has passed, you must now work silently for the remainder of the class period. I will let you know when there are five minutes remaining. When there are five minutes remaining, say: There are now five minutes remaining in the class period. Please make the final changes or additions to your variation and be sure that the musical notation is clear in the space for Final Composition. When the time is up, say: It is now time to turn in your completed composition. Please make sure your name is on the cover of the Booklet. [This is on pages 4 6 of the Student Booklet. Response space has been condensed.] VARIATION WORKSHEETS [This is on page 6 of the Student Booklet. Response space has been condensed.] FINAL COMPOSITION 6

10 STUDENT CHECKLISTS Year 1 (Level 1) Student Checklist Variation is in same key signature, tonality, and meter as the original. Variation is same number of measures as original theme. Student name appears on the cover of the Student Booklet. Year 2 (Level 2) Student Checklist Variation is in different tonality and meter from the original theme. Variation is longer than the original theme but not more than twice the length. Student name appears on the cover of the Student Booklet. TEACHER SCORING RUBRIC Dimensions Relationship to Theme Diversion from Theme Presentation/Clarity Variation appears to be completely unrelated to theme. Variation is not at all different from theme, or differences are extremely minimal; student appears to have copied original theme. The student s final product is very unclear; notation contains many errors, making interpretation very difficult or impossible. Variation shows some relationship to theme but seems mostly unrelated. Variation shows minimal differences from the original theme and differences seem random and not purposefully chosen. The student s final product is somewhat clear but contains numerous errors; notated music is somewhat difficult to interpret. Variation demonstrates some relationship to theme through similarity in ONE aspect, such as the pitches, intervals, rhythms, or overall contour used. Variation demonstrates some differences from the theme, through change to ONE aspect (such as pitches, intervals, rhythms, or overall contour). The student s final product is mostly professional and clear with few errors; notated music can be easily interpreted. Variation demonstrates strong relationship to theme through appropriate similarity in pitches, intervals, rhythms, and/or overall contour.. Variation demonstrates purposeful and effective differences from theme through changes in pitches, intervals, rhythms, and/or overall contour. The student s final product appears professional and clear; all notated music is without error. 7

11 MAEIA CLASSROOM SCORE SUMMARY The MAEIA Classroom Score Summary is to be used to record each student s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly. M.E412 Teacher Class STUDENT NAME RELATIONSHIP TO THEME DIVERSION FROM THEME PRESENTATION/CLARITY 8