General Music (Grades 2-5) District-Developed End-of-Course (DDEOC) Exam Study Guide

Transcription

1 General Music (Grades 2-5) District-Developed End-of-Course (DDEOC) Exam Study Guide Division of Academic Support, Office of Academics & Transformation Miami-Dade County Public Schools

2 Contents FREQUENTLY ASKED QUESTIONS... 1 GRADE PRACTICE TEST QUESTIONS... 3 SAMPLE LESSON PLAN... 4 MUSICAL TERMS WORD BANK... 5 MUSICAL STYLES/CULTURAL ASSOCIATIONS... 5 COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH... 6 GRADE PRACTICE TEST QUESTIONS... 7 SAMPLE LESSON PLAN... 8 MUSICAL TERMS WORD BANK... 9 MUSICAL STYLES/CULTURAL ASSOCIATIONS... 9 COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH GRADE PRACTICE TEST QUESTIONS SAMPLE LESSON PLAN MUSICAL TERMS WORD BANK MUSICAL STYLES/CULTURAL ASSOCIATIONS COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH GRADE PRACTICE TEST QUESTIONS SAMPLE LESSON PLAN MUSICAL TERMS WORD BANK MUSICAL STYLES/CULTURAL ASSOCIATIONS COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH... 18

3 1 FREQUENTLY ASKED QUESTIONS Q: Where can I find the Florida State Standards? A: CPalms: Q: Are the Performing Arts Assessment questions based on the Florida State Standards? A: Yes. Assessment items (questions) were developed for many of the standards. Q: Will sample test guides or study guides be provided? A: Yes. Study guides will be available before the winter break. Q: What time of the year will the assessment be administered? A: Testing will occur in the spring. The timeline will run from late April through early May. Q: How many questions will be asked? A: Approximately for elementary, for both middle and high school. Q: What types of questions will be asked? A: Multiple-choice items only will be administered for the baseline year. Q: What information will be covered on the assessment? A: Elements and principles of music, techniques, styles, item identification, and copyright laws. Q: Who is responsible for developing the test form? A: The district will develop all course test forms. Q: Who will administer this assessment? A: The performing arts specialist will administer the assessment. School site test chairs will work with the art specialist on assessment preparations and administration. Q: How will the assessment be administered? A: On computers (through schoolnet software). Q: How long does the assessment take? A: Approximately 60 minutes. Q: Will students who partake in interventions participate in the assessment? A: Yes, however these students assessment results will not be calculated in the baseline scores. Q: Will accommodations be made for students participating in ESE, ESOL, MTSS,

4 2 and all students with exceptionalities? A: Yes. Q: How will students who are enrolled in the wheel or semester classes be assessed? A: For this baseline year, semesterized EOC will only be offered for term 2 courses. For example, an performing arts course that ends in January (term1) will not be assessed this year. Students enrolled in the performing arts course during term 2 will take the exam in May. However next year, the expectation will be that students will take the exam at the completion of their course. For term 1 courses that end in January, students would sit for those exams then. Q: How does this affect my teacher evaluation? A: Refer to records form number 7317 (IPEGS), front cover. Note: at least 50% of an instructional personnel s evaluation must be based on student learning growth assessed annually and measured by statewide assessments Florida State Statutes Student assessment program for public schools Personnel evaluation procedures and criteria. What are Item Specifications? Item Specifications documents define the content and format of the assessment and the assessment s items for item writers and reviewers, and indicate the alignment of items with the Florida State Standards. They also serve as a source of information for educators and the general public..

5 3 GRADE 2 PRACTICE TEST QUESTIONS * Denotes correct answer STANDARD MU.2.C.1.3 Classify unpitched instruments into metals, membranes, shakers, and wooden categories. The cymbal belongs to which category of instruments? A. Metals* B. Membranes C. Shakers STANDARD MU. 2.C.1.4 Identify child, adult male, and adult female voices by timbre. Which type of voice is singing in this musical example? (AUDIO: Excerpt of Adult Male singing Old Man River from Showboat) A. Child s Voice B. Adult Male Voice* C. Adult Female Voice STANDARD MU. 2.S.3.4 Compare aural melodic patterns with written patterns to determine whether they are the same or different Look at the musical example. (GRAPHIC: do-mi-so-la-so) Which choice matches the pattern? A. (Audio of la-sol-la-sol-do) B. (Audio of do-mi-sol-la-sol)* C. (Audio of sol-mi-sol-mi-do)

6 4 STANDARD MU.2.H.3 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Listen to the musical example. (AUDIO: Stars and Stripes Forever) What word describes what this song was written for? A. Weddings B. Freedom C. Sports STANDARD MU. 2.S.2 The arts are inherently experiential and actively engage learners in a process of creating, interpreting, and responding to art. Listen to the musical example. (AUDIO: In the Hall of the Mountain King) What do you notice about the tempo of this piece? A. It speeds up B. It is steady C. It slows down SAMPLE LESSON PLAN Objective: Students will gather a basic understanding of the make-up of a symphony orchestra, the role the conductor plays, and the classification of instruments by use of visual, aural and kinesthetic skills. The lesson will enrich students understanding of rhythm and engage students in listening and taking direction. Standard: MU. 2.S.2 The arts are inherently experiential and actively engage learners in a process of creating, interpreting, and responding to art. Activity: Follow the Leader 1. With the children standing, explain you are the conductor and that students should follow what you do. 2. Divide the students into different instrument families. In this exercise, each family will be represented by a different mode of body rhythm (clapping, snapping, lap patting). Show the students with conducting gestures how you will signal increasing or decreasing the tempo, as well as the dynamics of getting louder and softer.

7 5 3. Begin with a steady rhythm, which you will set with conductor gestures. Students must follow you as you speed up, slow down, get louder, and get softer. 4. Once students understand the exercise, choose a student to lead the activity. Explain that this student is now the conductor. Several different students can be given the opportunity to conduct. Comprehension Check Did students understand the status of conductor as the leader? Did students follow directions effectively? Did the student conductors demonstrate variation of their motor skills and an understanding of showing different gestures for different instrument families? For additional lesson plan ideas see MUSICAL TERMS WORD BANK Dynamics Melody/Melodic Harmony/Harmonic Tempo Timbre Phrase Beat MUSICAL STYLES/CULTURAL ASSOCIATIONS Students should be able to listen to and recognize what part of the world a particular style of music comes from. Visit for instructional resources. Caribbean Chinese Japanese Mexican West African Native American United States (jazz, march, patriotic) Scotland

8 6 COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH Mozart: Eine Kleine Nachtmusik Gershwin: Rhapsody in Blue Sousa: Stars and Stripes Forever Prokofiev: Peter and the Wolf Beethoven: 5 th Symphony, Ode to Joy Haydn: Surprise Symphony Joplin: The Entertainer, Maple Leaf Rag

9 7 GRADE 3 PRACTICE TEST QUESTIONS * Denotes correct answer STANDARD MU. 3.C.1.3 Identify families of orchestral and band instruments. Listen to the musical example. (AUDIO: Recording of a woodwind quarter) Which family of instruments is performing? A. Brass B. Percussion C. Strings D. Woodwind* STANDARD MU. 3.C.1.4 Discriminate between unison and two-part singing. Listen to the musical examples. (AUDIO: Separate recordings as described below.) Which is an example of two-part singing? A. Audio (unison children) B. Audio (unison adult women) C. Audio (unison male/female) D. Audio (two-part harmony)* STANDARD MU. 2.S.2 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Listen to the following musical example. (AUDIO: Caribbean music) Which part of the world might this style of music come from? A. USA B. Caribbean C. India D. Japan

10 8 STANDARD MU. 3.S.3.4 Match simple aural rhythm patterns in duple and triple meter with written patterns. Listen to the musical example. (AUDIO: Performed rhythm of quarter note, quarter note, grouped sixteenth notes, quarter note.) Which matches the rhythm performed in the example? A. Image of quarter note, quarter note, beamed eighth notes, quarter note B. Image of half note, beamed quarter note triplets, quarter note C. Image of four sets of beamed eighth notes D. Image of quarter note, quarter note, grouped sixteenth notes, quarter note* STANDARD MU. 3.H.1.2 Identify significant information about specified composers and one or more of their musical works. Which composer was deaf when he wrote his 9th Symphony? A. Brahms B. Beethoven* C. Handel D. Mozart SAMPLE LESSON PLAN Objective: Students will gather a basic understanding of the make-up of a symphony orchestra and the classification of instruments Standard: MU.3.C.1.3 Identify families of orchestral and band instruments. Activity: All in the Family 1. On each of the four walls or corners of your classroom, place signs that say STRINGS, WOODWINDS, BRASS, and PERCUSSION (you may wish to use pictures of the instrument families instead of or in addition to the words). 2. Tell students that you are going to play some music, and without saying anything, they should walk to the sign for the instrument family they hear (this activity can be substituted with picture signs/cards that students hold up above their heads form their seat). 3. After a few rounds, divide the class into four groups at each of the instrument family signs.

11 9 4. Have each group work together to make a cheer or chant that represents their instrument family. Students may use words, vocal sounds, and movement. Encourage students to think about what instruments are in that family, how they sound, and what they can do. 5. Allow each group to present their cheer to the rest of the class Comprehension Check Did students associate each instrument with its corresponding family by consistently walking to the correct sign? Did the sounds and interpretations displayed in the group presentations demonstrate an understanding of each distinct musical family? For additional lesson plan ideas see MUSICAL TERMS WORD BANK Dynamics Melody/Melodic Harmony/Harmonic Tempo Timbre Phrase Beat MUSICAL STYLES/CULTURAL ASSOCIATIONS Students should be able to listen to and recognize what part of the world a particular style of music comes from. Visit for instructional resources. Caribbean Chinese Japanese Mexican West African Native American United States (jazz, march, patriotic) Scotland

12 COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH Mozart: Eine Kleine Nachtmusik Sousa: Stars and Stripes Forever Beethoven: 5 th Symphony, Ode to Joy Haydn: Surprise Symphony Joplin: The Entertainer, Maple Leaf Rag Gershwin: Rhapsody in Blue Prokofiev: Peter and the Wolf 10

13 11 GRADE 4 PRACTICE TEST QUESTIONS * Denotes correct answer STANDARD MU. 4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. Listen to the musical example. (AUDIO: An aural listening example of a melody that moves up and down using stepwise movement) Which description is the melodic direction of this musical example? A. The melody moves by leaps. B. The melody moves by steps.* C. The melody moves by repeats. D. The melody moves by steps and leaps STANDARD MU. 4.C.1.3 Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard. Which instrumental family includes the violin? A. Brass B. Percussion C. Strings* D. Woodwind STANDARD MU. 4.C.1.4 Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass. Which voice part is sung by the highest sounding female voice? A. Alto B. Bass C. Soprano* D. Tenor

14 12 STANDARD MU. 4.C.2.1 Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others. Which description is a performing group with good intonation? A. The musicians stand straight and tall. B. The musicians sing their music on pitch.* C. The musicians follow the director's beat. D. The musicians keep their eyes on the director. STANDARD MU. 4.H.1.2 Describe the influence of selected composers on the musical works and practices or traditions of their time. Which type of music is Beethoven well known for? A. Mariachi B. Opera C. March D. Symphony* SAMPLE LESSON PLAN Objective: Students will keep a steady beat, understand and perform the subdivisions, create their own rhythmic patterns, and describe using correct music vocabulary the type of beats used. Standard: MU. 4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work. Activity: Feel the Beat 1. Play pop song with strong repeating quarter beat- i.e. Right Round by Flo Rida. Have class stand up and clap the beat and make up dance in place, show feet moving left right or any movement that works 2. Clap quarter note ostinato, have class join 3. Have half the class keep quarter notes, show other half the 8 th note division and clap it with them

15 13 4. Find students who seem to have it and pick them out to demonstrate with you with one clapping quarter and one the 8 th 5. Write on board quarter and 8 th notes and explain that is what they just clapped 6. Show half note with claps and counting, write on board half note. Do same for whole note. 7. Have students make big flash cards by writing each note value on separate sheet of paper 8. Play pulse on piano/hands/lap/instrument (doesn t matter) to establish quarter note. Using different sound, preferably something that can ring, play various note values along to quarter note. Students hold up flash card for what they think it is. 9. Have students notate their own 4 beat patterns using a mix of values Comprehension Check Did the students keep a steady beat along with the music? Were they able to perform the subdivisions of the beat? Were the students able to create their own patterns and perform them correctly? For additional lesson plan ideas see MUSICAL TERMS WORD BANK Dynamics Diction Melody/Melodic Syncopation Harmony/Harmonic Voice Parts SATB Meter Crescendo Tempo (AND SPECIFICS: adagio, allegro, andante, largo, vivace) Timbre Diminuendo Phrase Whole note/half/quarter/eighth Beat Intonation

16 14 MUSICAL STYLES/CULTURAL ASSOCIATIONS Students should be able to listen to and recognize what part of the world a particular style of music comes from. Visit for instructional resources. Caribbean Chinese Japanese Mexican West African Native American United States (jazz, march, patriotic) Scotland COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH Mozart: Eine Kleine Nachtmusik, Symphony No 40 Brahms: German Requiem, Hungarian Dances Sousa: Semper Fidelis, Stars and Stripes Forever Beethoven: 5 th Symphony, Ode to Joy Haydn: Surprise Symphony Joplin: The Entertainer, Maple Leaf Rag Gershwin: Rhapsody in Blue, Porgy and Bess Prokofiev: Peter and the Wolf, Romeo and Juliet Saint-Saens: Danse Macabre, Samson and Delilah

17 15 GRADE 5 PRACTICE TEST QUESTIONS * Denotes correct answer STANDARD MU. 5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work. GRAPHIC: picture of the first part of the score for Fifty Nifty United States Why did Ray Charles write the song "Fifty Nifty United States? A. To express a feeling of anger B. To express a feeling of sadness C. To express a feeling of happiness D. To express a feeling of national pride* STANDARD MU. 5.C.1.3 Identify, aurally, selected instruments of the band and orchestra. Listen to the musical example. (AUDIO: clarinet melody) Which instrument is performing in this selection? A. Clarinet B. Piano* C. Trumpet D. Violin STANDARD MU. 5.C.1.4 Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir. Listen to the musical example. (AUDIO: Group of male tenor singers performing Dona Nobis Pacem) Which voice part is performing? A. Alto B. Bass C. Soprano D. Tenor*

18 16 STANDARD MU. 5.C.2.1 Define criteria, using correct music vocabulary, to critique one's own and others' performance. Which word means to sing words clearly, so the listener can understand the lyrics? A. Balance B. Diction* C. Dynamics D. Intonation STANDARD MU. 5.O.1.1 Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process. Listen to the musical example. (AUDIO: second excerpt from St. Thomas, by Sonny Rollins) Which of the following best explains why this example is identified as jazz? A. Dynamics B. Syncopation* C. Tempo D. Tonality SAMPLE LESSON PLAN Objective: Students will gain a knowledgeable background in history for the life of Benjamin Britten and Henry Purcell, as well as gather a broad understanding of the different musical styles and how periods of history shaped them. Standard: MU.5.H.3.1 Examine critical-thinking processes in music and describe how they can be transferred to other disciplines. Activity: What makes this musical? 1. Separate class into small groups, have them write ways to evaluate music, class comes together and shares ideas (play Beethoven. 5 mvt. 1 in background) 2. Using hands or small instruments do a call and response on improvised rhythms, teacher begins and addresses group then chooses individuals

19 17 3. Play motif for class, discuss as group, and send them to Orff instruments and piano to make new melodies using ideas from example 4. Talk about everything they did in class, ask students what skills they used can be used in other classes Comprehension Check Did the groups present clear ways of evaluating music? How did the group process of evaluating Beethoven s 5 th evolve once placed in groups? Verify students can independently evaluate music through critical listening and the use of words. The group discussion and written lists should confirm this. Homework or a follow up activity with other music during another class time may help reinforce this. For additional lesson plan ideas see MUSICAL TERMS WORD BANK Dynamics Diction Melody/Melodic Syncopation Harmony/Harmonic Voice Parts SATB Meter Crescendo Tempo (AND SPECIFICS: adagio, allegro, andante, largo, vivace) Timbre Diminuendo Phrase Whole note/half/quarter/eighth Beat Intonation

20 18 MUSICAL STYLES/CULTURAL ASSOCIATIONS Students should be able to listen to and recognize what part of the world a particular style of music comes from. Visit for instructional resources. Caribbean Chinese Japanese Mexican West African Native American United States (jazz, march, patriotic) Scotland COMPOSERS/SUGGESTED WORKS TO BE FAMILIAR WITH Mozart: Eine Kleine Nachtmusik. Symphony No 40 Brahms: German Requiem, Hungarian Dances Sousa: Semper Fidelis, Stars and Stripes Forever Beethoven: 5 th Symphony, Ode to Joy Haydn: Surprise Symphony Joplin: The Entertainer, Maple Leaf Rag Gershwin: Rhapsody in Blue, Porgy and Bess Prokofiev: Peter and the Wolf, Romeo and Juliet Saint-Saens: Danse Macabre, Samson and Delilah NOTE TO TEACHERS: It is expected that students are proficient in all content from previous grade levels. It is recommended for students to review sample questions and information in the lower grade sections of this guide.