WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts

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1 WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 8 Music Bubble Gum Jingle Revised 2008 Student Name _ Student Score (Circle number) Creating Performing Responding

2 Introduction Directions for Administering the Washington Classroom-Based Performance Assessment (CBPA) Grade 8 Music Bubble Gum Jingle (Revised) This document contains information essential to the administration of the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Music, Grade 8, Bubble Gum Jingle. 1. Prior to administration, all students should have received instruction in the skills and concepts being assessed. 2. Please read all information carefully before administering the performance assessment. 3. This CBPA may be used as an integral part of instruction, and/or formative assessment, summative assessment, culminating project, alternative education packets of instruction, lesson plans, substitute plans, pre- and post- assessment, accumulating student learning data, individual student portfolio item, use of data teaming and individual /district professional development, professional learning communities, and in whatever capacity the teacher finds useful to improve arts and all instruction and student learning. Test Administration Expectations The skills assessed by this item should be authentically incorporated into classroom instruction. This assessment item is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures. All industry and district safety policies and standards should be followed in the preparation and administration of the CBPAs in dance, music, theatre, and visual arts. Accommodations based upon student IEP or 504 Plan determine the administration of this assessment, such as teacher scribing student responses. Culture, diversity, and religious mores/rules may require additional assessment administration modifications. Description of the Performance Assessment Students taking this performance assessment will respond to a performance task and a series of short-answer questions. Performance tasks ask the students to individually create and perform a solo performance based on the criteria outlined in the task. Response sheets are provided for the creation and notation of the jingle. All written work must be completed on these student response sheets. Short-answer questions ask the students to supply a response that may be written or verbal. All verbal responses must be recorded to facilitate scoring and to document each student s 2

3 performance. It is recommended that performances and verbal responses be recorded to facilitate scoring and to document each student s creative work (video recording is preferred). Materials and Resources Students will need the following materials and resources to complete this performance assessment: classroom set of reproduced tasks, including the glossary of terms, classroom set of reproduced student response sheets, pencils and erasers, variety of piano/keyboard, band, orchestra, and barred instruments, private rehearsal space(s), (recommended) private performance space, (recommended) and video recorder and tape (recommended). Teacher Assistance with CBPAs Authorized school personnel, school authorized volunteers; paraprofessional staff, etc. were used in state pilots with great success. Teacher Preparation Guidelines This assessment is a solo/individual performance. Reproduce a classroom set of student task directions, glossary of terms, and student response sheets found in the Student Task Booklet. Allow the students to choose the appropriate key signature for his/her voice or instrument. Teacher assistance may be needed depending upon student abilities. Students may perform using their voice or any instrument of their choice. The musical composition must be able to be played by this instrument or sung. Provide a variety of piano/keyboard, band, orchestra, and barred instruments. As an option to a written response, video or audio recording may be used at the teacher s discretion. Students being recorded need to be coached to face the recording device when responding. Students must have a copy of the response sheet when being recorded. Students may dictate response sheet answers for the teachers to scribe. The teacher s role is to read questions. Students may use resources that are visible in the testing classroom, but the teacher may not prompt or coach students during the assessment. Students must complete the response sheet after their performance. Recommendation for Time Management Teachers may administer the task in the way that is most practical for their classrooms and the allotted time periods. The following four-day model is an example of how to administer the task. This task should be administered in 3 to 4 days. The time frame is based on a minute class session for specialist and classroom teachers. Each individual instructor should tailor the administration of the task to his/her available class time and schedule. 3

4 Day One Estimated Time: 15 minutes: The teacher provides the class with the task and reads it aloud. The students may ask questions. The teacher answers any questions asked and distributes student response sheets. 25 minutes: The students begin creating the jingle and notating it on staff paper. 5 minutes: The teacher collects all materials. Day Two Estimated Time: 5 minutes: The teacher distributes the responses to the students. 20 minutes: The students complete their jingles. 15 minutes: The students rehearse their jingles. 5 minutes: The teacher collects all student responses. Day Three Estimated Time: 5 minutes: The teacher distributes the responses to the students. 15 minutes: The students rehearse their jingles. 25 minutes: The teacher may visually record each student s performance. Students have 20 minutes to complete the response sheet after their performance. Day Four Estimated Time: 5 minutes: The teacher distributes the responses to the students. 25 minutes: The teacher may visually record the remaining student performances. Those students have 25 minutes to complete the response sheet after performing. 15 minutes: The teacher may visually/audio record the students who respond verbally. Test Administration Students may have as much time as they need to complete the task. All students who remain productively engaged in the task should be allowed to finish their work. In some cases, a few students may require considerably more time to complete the task than most students; therefore, you may wish to move these students to a new location to finish. In other cases, the teacher s knowledge of some students work habits or special needs may suggest that students who work very slowly should be tested separately or grouped with similar students for the test. Provide the class with the reproduced student tasks prior to beginning the task. The students will receive the task that follows. Instruct the students to look at the task. Have the students read the directions to themselves as you read them aloud. Answer any questions the students may have before you instruct them to begin. Say: Today you will take the Grade 8 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Music entitled Bubble Gum Jingle. 4

5 Bubble Gum Jingle A new brand of bubble gum on the market will help prevent cavities. The bubble gum company is sponsoring a radio show in which students will perform a short jingle about the new gum. Your class has been selected to perform on the radio show. The radio station manager would like each member of your class to write and perform one jingle. The radio station manager requires that you create and perform a jingle in AB form that demonstrates an understanding of how tempo, rhythm, dynamics, and timbre relate to the new bubble gum. The radio station manager will give you time to practice before performing the selection. Then you will need to describe your jingle to the radio station manager. The radio station manager explains that you must meet the following task requirements when creating your jingle: Select a name for the new bubble gum. Compose an original jingle that has only A and B sections or AB form. The A section must be either 4 or 8 measures long. The B section must be a rhythmically contrasting section and either 4 or 8 measures long. Notate your jingle on staff paper so that it is readable and performable by you and others. Choose the appropriate clef (treble clef, bass clef, alto clef) for your voice or instrument. Use standard notation for the instrument of your choice. Choose a key signature. Choose a time signature. Use the correct number of beats in each measure. Demonstrate correct bar line placement. Create a composition consisting of at least 8 measures. Use each of the following musical elements in your jingle: tempo rhythm dynamics Correctly label each section of your jingle using the letters A and B. The radio station manager explains that you must meet the following task requirements when performing your jingle: Use your voice or instrument of choice. Demonstrate appropriate performance skills: introduce yourself while looking at the audience, introduce the name of your bubble gum. perform without noticeable interruption. perform and express the composition as notated using tempo, rhythm, and dynamics. 5

6 use proper posture. Demonstrate appropriate techniques with your voice or instrument of your choice. Have clear phrasing throughout the performance. Maintain focus on your performance. Acknowledge the audience at the end of the performance. The radio station manager explains that you must meet the following task requirements when responding about your performance: Identify how you used each of the musical elements in your musical composition and in your performance. Describe how those elements portray the characteristics of the new brand of gum. Use music vocabulary correctly. You will create your jingle and notate it on staff paper and practice before performing for your teacher. Your performance may be visually recorded. After your performance, you will have an additional time to respond about your jingle. 6

7 Use the staff paper below to compose your draft jingle. Your jingle A section should be 4 or 8 measures and the B section should be 4 or 8 measures. Copy your draft jingle to the manuscript paper on the next page. This will be your final copy. 7

8 Final Copy Jingle Title 8

9 2) Use the chart below when responding about your jingle. Identify and describe the use of the three elements within your musical composition/performance: Tempo: Describe how the musical elements portray the characteristics of the new brand of gum: Rhythm: Dynamics: 9

10 Washington Classroom-Based Performance Assessment (CBPA) Bubble Gum Jingle Grade 8 Music Glossary bar line a vertical line on the staff separating one measure from the next beat the steady pulse in music clef alto clef used to notate the middle voices (i.e. viola). The symbol contains an arrow indicating the third line of the staff is middle C bass clef (F clef) used to notate the lowest sounding notes; the two dots surrounding the fourth line indicate that a note written on that line is F treble clef (G clef) used to notate the highest sounding notes; the curl of the clef surrounding the second line indicates that a note written on that line is G dynamics the loudness and quietness of sound pianissimo (pp) very quiet piano (p) quiet mezzo-piano (mp) medium quiet mezzo-forte (mf) medium loud forte (f) loud fortissimo (ff) very loud expression the use of the elements of music (such as tempo, dynamics, etc.) that create a mood or feeling jingle a musical advertisement key signature the sharps or flats (or lack of) appearing on the left side of each staff to show the scale in which the music is written measure the space between bar lines music elements the basic components that make up a musical work: beat/rhythm, expression (dynamics, style, tempo, phrasing), form, harmony, melody, notation, pitch, texture, timbre/tone color notation a writing system of symbols to indicate pitch, duration, and expression phrase/phrasing a natural division of the melodic line, comparable to a sentence of speech 10

11 pitch the highness or lowness of a tone or sound rhythm the way a pattern of sounds moves through time tempo the pace at which a piece of music is performed Largo very slow Andante medium slow Allegro fast Presto very fast time signature figures written on the staff at the beginning of the composition showing the meter or the number of beats used in a measure and what type of note equals one beat 11

12 Bubble Gum Jingle Rubrics Creating Rubric (1.1, 1.2) 4 A 4-point response: The student demonstrates a thorough understanding of composition that it is readable and performable by meeting four or five of the five task requirements listed below: creates and labels a jingle in AB form with each section consisting of 4 or 8 measures, notates the composition with an appropriate clef, key, and time signature in their correct location, correctly notates and places notes and rests on the staff, uses correct number of beats and bar placement for each measure, and correctly notates and places the expressive and musical elements (rhythm, as well as tempo and dynamic markings). 3 A 3-point response: The student demonstrates three of the five required criteria listed 2 A 2-point response: The student demonstrates two of the five required criteria listed 1 A 1-point response: The student demonstrates one of the five required criteria listed 0 A 0-point response: The student demonstrates little or no understanding of the task and does not include any of the five required criteria. Performing Rubric (1.2, 2.2) 4 A 4-point response: The student demonstrates a thorough understanding of how to perform for a selected purpose by meeting at least four of the five task requirements listed below: demonstrates appropriate performance skills, performs rhythms as notated, performs pitches as notated, performs the expressive elements of the music, and uses appropriate performance techniques with the voice or instrument of choice. 3 A 3-point response: The student demonstrates three of the five required criteria listed 2 A 2-point response: The student demonstrates two of the five required criteria listed 1 A 1-point response: The student demonstrates one of the five required criteria listed 0 A 0-point response: The student demonstrates little or no understanding of the task and does not include any of the five required criteria. 12

13 Responding Rubric (2.3) 4 A 4-point response: The student demonstrates a thorough understanding of the responding process by meeting all of the four task requirements listed below: identifies how tempo was used in the composition/performance, and how it portrays a characteristic of the gum, identifies how rhythm was used in the composition/performance, and how it portrays a characteristic of the gum, identifies how dynamics were used in the composition/performance, and how it portrays a characteristic of the gum, and uses musical vocabulary throughout his/her response. 3 A 3-point response: The student demonstrates three of the four required criteria listed 2 A 2-point response: The student demonstrates two of the four required criteria listed 1 A 1-point response: The student demonstrates one of the four required criteria listed 0 A 0-point response: The student demonstrates little or no understanding of the task and does not include any of the four required criteria. 13

14 Scoring Notes The following scoring notes should be used as guidelines when scoring this item. Readable and performable means students should take their time when writing their final draft students should not loose points due to sloppy mistakes such as extended bar lines, stems that are too short or too long, or other compositional techniques that are not standard practice perfected manuscript writing is not the focus If a student forgets to place a stem in their final draft, but performs the rhythm correctly, then give credit teacher can monitor student progress and continually encourage them to check their work It is permissible to provide the student with everything they will need to be successful in completing this assessment, including the rubric 14

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts

WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 10 Music Melody of Your Dreams Revised 2008 Student Name _ Student Score (Circle