Most Sincerely,

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3 Table of Contents Letter from Greg Hall, Assistant Superintendent, Assessment and Research and AnnRené Joseph, Program Supervisor, The Arts Grade 5 Music, What a Find! (2005) Directions for Administering the WCBPA Arts Performance Assessment, Grade 5 Music, What a Find! Scoring Guide Introduction to the Scoring Guide Rubrics Scoring Notes Exemplar Responses and Annotations Grade 8 Music, Bubble Gum Jingle (2005) Directions for Administering the WCBPA Arts Performance Assessment, Grade 8 Music, Bubble Gum Jingle Scoring Guide Introduction to the Scoring Guide Rubrics Scoring Notes Exemplar Responses and Annotations Grade 8 Music, Roller Coaster Fanatic (2005) Directions for Administering the WCBPA Arts Performance Assessment, Grade 8 Music, Roller Coaster Fanatic Scoring Guide Introduction to the Scoring Guide Rubrics Exemplar Responses and Annotations Grade 10 Music, Prime Time TV (2005) Directions for Administering the WCBPA Arts Performance Assessment, Grade 10 Music, Prime Time TV Scoring Guide Introduction to the Scoring Guide Rubrics Exemplar Responses and Annotations Grade 10 Music, Festival Time (2005) Directions for Administering the WCBPA Arts Performance Assessment, Grade 10 Music, Festival Time Scoring Guide Introduction to the Scoring Guide Rubrics Scoring Notes Exemplar Responses and Annotations Appendix: Revised Rubrics

4 Welcome to The Classroom-Based Performance Assessment (CBPA) Sample Tasks for the Arts Exemplar papers booklet. These tasks are part of the Washington Classroom- Based Performance Assessment System (WCBPA) at the Office of Superintendent of Public Instruction (OSPI). Performance Assessments require students to construct their own answers in some method and form of creating, performing, and responding to the assessment task and expectations. The sample tasks and supplemental materials included in this booklet were selected from 60 tasks developed by the Arts Assessment Leadership Team (AALT) from January 2002 to October These tasks have been developed for the four arts disciplines of dance, music, theatre, and visual arts at each of the benchmark levels of Grades 5, 8, and 10 (high school). These CBPA Arts tasks were piloted across Washington State in remote, rural, suburban, and urban school districts in all nine Educational Service Districts in November and December The resulting student samples went through Rangefinding where student samples were selected for the Exemplar Sets from over 150,000 samples during January The purpose of this student sample assessment task is four-fold. The CBPA student samples do the following: 1. Inform teachers immediately if students know and are able to do what is expected of them to demonstrate their understanding at the benchmark; 2. Inform teachers regarding their instruction, i.e., strengths, weaknesses, and gaps to be addressed; 3. Enhance and become a part of instruction and a tool to measure if learning has occurred and how well; and 4. Model high quality classroom-based performance assessments by including: a. Directions for Administration, b. rubrics for scoring, and c. exemplars as samples for future development in classrooms and districts. In order to assist you in your efforts in understanding and using these tasks, please do not hesitate to access our Website at for contact information and sample tasks for viewing. We believe that these arts CBPAs will inform, teach, inspire, and promote arts education in each and every classroom, school, and district that has the incentive and vision to use them. We welcome your feedback, and look forward to your participation as leaders in your district and participants in our statewide efforts to promote, implement, and measure arts instruction in Washington State for all learners. Most Sincerely, Greg Hall Assistant Superintendent, Assessment and Research AnnRené Joseph Program Supervisor, The Arts Curriculum, Instruction, Assessment ajoseph@ospi.wednet.edu

5 Grade 5 Music What a Find! (2005)

6 Directions for Administering the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 5 Music What a Find! Introduction This document contains information essential to the administration of the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Music, Grade 5, What a Find! Prior to administration, all students should have received instruction in the skills and concepts being assessed. Please read this information carefully before administering the performance assessment. Test Administration Expectations This assessment item is to be incorporated into classroom instruction. This assessment item is to be administered in a safe, appropriately supervised environment following district policy and procedures. Accommodations based upon student IEP or 504 plan determine the administration of this assessment. Description of the Performance Assessment Students taking this performance assessment will respond to a performance task. Performance tasks ask the students to individually create and perform a solo performance based on the criteria outlined in the task. All performances must be recorded by videotape to facilitate scoring and to document each student s performance. Response sheets are provided for the creation of the rondo. All work must be completed on these student response sheets. 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, glue sticks or tape, scissors, private rehearsal space, private performance space, pencils and erasers, and video recorder and tape. 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. 4

7 Students will perform their pattern using body percussion sounds. Do not practice any of the rhythmic patterns with the students. Students should be instructed to cut out their sheet of musical tablets prior to beginning the assessment. Students should be instructed to glue or tape their rondo onto the student response sheet provided, which should be labeled with their name/number. The student performance must be videotaped for this assessment. Students should have two opportunities to perform the selection while being recorded. Students should hand in their arrangement of the rondo after their performance. Video setup needs to be in a defined space, so the performer can be seen at all times. Students should be prompted to clearly say their name/number and their current grade level into the recording device before they begin their performance. Students must include their assigned number on the response sheet. 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 three-day model is an example of how to administer the task. This task should be administered in 2 to 3 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. 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 all materials. 25 minutes: The students have 25 minutes to create the rondo. 5 minutes: The teacher collects all materials. Day Two Estimated Time: 5 minutes: The teacher distributes rondos to the students. 20 minutes: The students practice their rondos using body percussion sounds. 20 minutes: The teacher must videotape the performances and collects rondos after each performance. Students should have two opportunities to perform while being videotaped. Day Three Estimated Time: 30 minutes: The teacher videotapes the remaining performances. 5

8 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 5 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Music entitled What a Find! Read the following student directions aloud. What a Find! You are volunteering at a museum of music as part of a class project. The museum director shows you three old tablets with musical patterns carved into them. The tablets will be put on display and the pattern sequence will be played during an upcoming exhibit. The museum director asks you to create a rhythmic pattern using the notation on the tablets. You will be given three copies of each tablet and will arrange these tablets into a rondo form (ABACA). Then, you will sight-read and play the rhythmic pattern. Sight-reading is the ability to read the rhythm and beat in a piece of music that you have never seen before. You will have time to practice before performing the selection without stopping. You will have two chances to perform the selection while being recorded. The museum director explains that you should meet the following requirements when you create the rondo form: Look through the notes on each tablet and sort them into like patterns. Label each tablet with a pattern type (i.e., A, B, or C). Arrange the tablets in rondo form (ABACA) and attach them onto the blank response sheet provided. The museum director explains that you will need to meet the following requirements while performing your rondo form: 6

9 What a Find! You are volunteering at a museum of music as part of a class project. The museum director shows you three old tablets with musical patterns carved into them. The tablets will be put on display and the musical pattern will be played during an upcoming exhibit. The museum director asks you to create a musical rhythmic pattern using the notation on the tablets. The museum director has given you three copies of each tablet and requires that you arrange these tablets into a rondo form of ABACA. The director will give you time to sight-read and play the rhythmic pattern. Sight-reading is the ability to read the rhythm and beat in a piece of music that you have never seen before. The museum director explains that you must meet the following task requirements when creating the rondo: Look through the notes on each tablet and sort them into like patterns. Label each tablet with a pattern type (e.g., A, B, or C). Arrange the tablets in the rondo of ABACA and attach them onto the blank response sheet provided. The museum director explains that you must meet the following task requirements when performing your rondo: Sight-read the rondo you created. Use a different body percussion sound for each of the three patterns (e.g., clap, pat, snap, stomp). Play the rondo with its correct rhythmic value. Play the rondo with a steady beat. Have a smooth transition between the sections of the rondo. Perform the rondo without noticeable interruption. The museum director has given you 25 minutes to create the rondo. You will have 20 minutes to practice the rondo before performing for your teacher. You will have two chances to perform the selection. Your performance will be recorded. 7 Go On

10 Music Tablets cut along dotted lines 8 Go On

11 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 9 STOP

12 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 5 What a Find! Music Glossary beat the steady pulse in music body percussion the use of body parts to create a musical sound, such as clap, pat, snap, stomp, etc. pattern a combination of melodic and/or rhythmic elements that can be repeated rhythm the way a pattern of sounds moves through time rhythmic value note value and rest value based on a time signature rondo a composition consisting of one main theme which reappears several times in alternation with other contrasting themes, such as ABACA 10

13 Scoring Guide Grade 5 Music What a Find! (2005)

14 Introduction to the Scoring Guide This booklet includes a training set of exemplar student responses. The responses will be used to instruct teachers how to score student responses using the rubrics provided. Creating Rubric (1.1) Rubrics 4 A 4-point response: The student demonstrates a thorough understanding of the creative process by meeting all of the four task requirements listed below: labels the tablets with the corresponding pattern sequence, arranges the sections in rondo form (ABACA), performs in rondo form (ABACA), and selects and performs using a different body percussion sound for each of the three patterns. 3 A 3-point response: The student demonstrates an adequate understanding of the creative process by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of the creative process by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of the creative process by meeting one of the four task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of the creative process by meeting none of the four task requirements listed above. Performing Rubric (1.2) 4 A 4-point response: The student demonstrates a thorough understanding of performing by meeting all of the four task requirements listed below: plays the entire piece with its correct rhythmic value, plays each section of the piece with a steady beat, has a smooth transition (steady beat) between each section of the piece, and performs the entire piece without noticeable interruption. 3 A 3-point response: The student demonstrates an adequate understanding of rhythm by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of rhythm by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of rhythm by meeting one of the four task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of rhythm by meeting none of the four task requirements listed above. 12

15 Scoring Notes The following scoring notes should be used as guidelines when scoring this item. On the first rubric: Neither voice nor whistling are credited as being a body percussion sound. Clicking the tongue, on the other hand, is credited. Sliding the hands together is credited as a distinct body percussion sound, separate from clapping the hands. The third bullet (performing in rondo form) is credited if the response is performed rhythmically in rondo form, not necessarily rondo in terms of the body percussion sounds. If a student starts their performance and then stops, that is not counted as an interruption, it is simply a re-start. On the second rubric: The interruption mentioned on this rubric would be interruptions in focus or concentration. Credit on this rubric is earned based on performing what is arranged, regardless of whether or not what is performed is a rondo. 13

16 Exemplar Responses and Annotations Student Samples Scoring Note Some of the samples include student work that illustrates how students interpreted the directions. Student responses are authentic and may contain spelling errors in order to demonstrate the type of response a teacher would see and score. Authentic work during scoring training allows scorers to see that grammar and spelling are not considered when a score is given, unless the scorer is unable to interpret its meaning. Purpose of Exemplar Set The set of exemplar papers is made up of examples of student responses that represent each score point. Each exemplar paper has been previously scored and includes an annotation that provides an explanation about the rationale for scoring. 14

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18 Exemplar #1 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 16

19 Exemplar #1 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of the creative process by meeting all four of the task requirements: the student arranges the sections in rondo form (ABACA), labels the tablets with the corresponding pattern sequence, performs in rondo form, and selects and performs using a different body percussion sound for each of the three patterns (clapping, slapping thighs, and stomping feet). Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 4 This performance earns the score of 4 on the Performing Rubric for demonstrating a thorough understanding of performing by meeting all four of the task requirements: the student plays the entire piece with its correct rhythmic value, plays the entire piece with a steady beat, has smooth transitions between each section, and performs without noticeable interruption. Meeting all four task requirements earns the performance four points on this rubric. 17

20 Exemplar #2 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 18

21 Exemplar #2 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of the creative process by meeting all four of the task requirements: the student arranges the sections in rondo form (ABACA), labels the tablets with the corresponding pattern sequence (as well as including the percussion sounds that will accompany each section), performs in rondo form, and selects and performs using a different body percussion sound for each of the three patterns (snapping fingers, clapping, patting thighs). Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 4 This performance earns the score of 4 on the Performing Rubric for demonstrating a thorough understanding of performing by meeting all four of the task requirements: the student plays the entire piece with its correct rhythmic value, plays the entire piece with a steady beat, has smooth transitions between each section, and performs without noticeable interruption. Meeting all four task requirements earns the performance four points on this rubric. 19

22 Exemplar #3 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 20

23 Exemplar #3 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of the creative process by meeting all four of the task requirements: the student arranges the sections in rondo form (ABACA), labels the tablets with the corresponding pattern sequence, performs in rondo form, and selects and performs using a different body percussion sound for each of the three patterns (stomping, snapping, and clapping). Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performing by meeting three of the four task requirements: the student plays the entire piece with a steady beat, has smooth transitions between each section, and performs without noticeable interruption. No further credit can be awarded because the student does not perform the entire piece with its correct rhythmic value (a rest is missing in the A section 3/4 time signature). Meeting three of the four task requirements earns the performance three points on this rubric. 21

24 Exemplar #4 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 22

25 Exemplar #4 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of the creative process by meeting all four of the task requirements: the student arranges the sections in rondo form (ABACA), labels the tablets with the corresponding pattern sequence, performs in rondo form, and selects and performs using a different body percussion sound for each of the three patterns (claps, pats, snaps). Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performing by meeting three of the four task requirements: the student plays the entire piece with its correct rhythmic value, plays the entire piece with a steady beat, and performs without noticeable interruption. No further credit can be awarded because the student does not have smooth transitions between each section (an extra beat was added when moving from B to A). Meeting three of the four task requirements earns the performance three points on this rubric. 23

26 Exemplar #5 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 24

27 Exemplar #5 Annotation Creating Rubric Score: 3 This performance earns the score of 3 on the Creating Rubric for demonstrating an adequate understanding of the creative process by meeting three of the four task requirements: the student arranges the sections in rondo form (ABACA), performs in rondo form, and selects and performs using a different body percussion sound for each of the three patterns (snap, clap, and stomp). No further credit can be awarded because the tablets are not labeled. Meeting three of the four task requirements earns the performance three points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performing by meeting three of the four task requirements: the student plays the entire piece with its correct rhythmic value, plays the entire piece with a steady beat, and performs without noticeable interruption. No further credit can be awarded because the student does not have smooth transitions between each section (there is a pause leading into the C section). Meeting three of the four task requirements earns the performance three points on this rubric. 25

28 Exemplar #6 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 26

29 Exemplar #6 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of the creative process by meeting all four of the task requirements: the student arranges the sections in rondo form (ABACA), labels the tablets with the corresponding pattern sequence, performs in rondo form, and selects and performs using a different body percussion sound for each of the three patterns (claps, stamps, snaps). Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 1 This performance earns the score of 1 on the Performing Rubric for demonstrating minimal understanding of performing by meeting one of the four task requirements: the student does perform without noticeable interruptions, earning one point. No further credit can be awarded because the student does not play the entire piece with its correct rhythmic value (the eighth is rushed), does not play the entire piece with a steady beat (varies in C with snaps), and does not have smooth transitions between each section (pauses between A and B and A). Meeting one of the four task requirements earns the performance one point on this rubric. 27

30 Exemplar #7 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 28

31 Exemplar #7 Annotation Creating Rubric Score: 3 This performance earns the score of 3 on the Creating Rubric for demonstrating an adequate understanding of the creative process by meeting three of the four task requirements: the student arranges the sections in rondo form (ABACA), performs in rondo form, and selects and performs using a different body percussion sound for each of the three patterns (snap, clap, and stomp). No further credit can be awarded because the tablets are not labeled. Meeting three of the four task requirements earns the performance three points on this rubric. Performing Rubric Score: 2 This performance earns the score of 2 on the Performing Rubric for demonstrating partial understanding of performing by meeting two of the four task requirements: the student provides smooth transitions between each section and performs without noticeable interruption. No further credit can be awarded because the student does not play the entire piece with its correct rhythmic value (eighths were quarter-value and the beats varied by measure) and does not play the entire rondo with a steady beat (the beat is inconsistent). Meeting two of the four task requirements earns the performance two points on this rubric. 29

32 Exemplar #8 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. C 30

33 Exemplar #8 Annotation Creating Rubric Score: 2 This performance earns the score of 2 on the Creating Rubric for demonstrating partial understanding of the creative process by meeting two of the four task requirements: the student arranges the sections in rondo form (ABACA) and labels the tablets with the corresponding sequence pattern. No further credit can be awarded because the student does not perform in rondo form (the sections are unclear) and does not use a different body percussion sound for each of the three patterns (although there is a clap, pat, and snap in the performance, they do not correspond to the sections of the piece). Meeting two of the four task requirements earns the performance two points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performing by meeting three of the four task requirements: the student plays the entire piece with a (very) steady beat, has smooth transitions between each section, and performs without noticeable interruption. No further credit can be awarded because the student does not perform the entire piece with its correct rhythmic value (all are the same). Meeting three of the four task requirements earns the performance three points on this rubric. 31

34 Exemplar #9 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 32

35 Exemplar #9 Annotation Creating Rubric Score: 2 This performance earns the score of 2 on the Creating Rubric for demonstrating partial understanding of the creative process by meeting two of the four task requirements: the student arranges the sections in rondo form (ABACA) and labels the tablets with the corresponding sequence pattern. No further credit can be awarded because the student does not perform in rondo form and does not use a different body percussion sound for each of the three patterns (only two body percussion sounds are utilized, the clap and the snap). Meeting two of the four task requirements earns the performance two points on this rubric. Performing Rubric Score: 1 This performance earns the score of 1 on the Performing Rubric for demonstrating minimal understanding of performing by meeting one of the four task requirements: the student does perform without noticeable interruptions, earning one point. No further credit can be awarded because the student does not play the entire piece with its correct rhythmic value (only quarter notes are performed), does not play the entire piece with a steady beat, and does not have smooth transitions between each section (there is a hesitation going from C to A). Meeting one of the four task requirements earns the performance one point on this rubric. 33

36 Exemplar #10 1) Use the space below to attach the tablets for your final rondo form. Tape or paste your rondo pattern below. 34

37 Exemplar #10 Annotation Creating Rubric Score: 1 This performance earns the score of 1 on the Creating Rubric for demonstrating minimal understanding of the creative process by meeting one of the four task requirements: the student is credited for labeling his sections exactly as he arranged them, earning one point. No further credit can be awarded because the arrangement is not in rondo form (it is AABBA, not ABACA), the student did not perform in rondo form (he performed what he wrote), and he incorporated only one body percussion sound (slapping the floor) into his performance. Meeting one of the four task requirements earns the performance one point on this rubric. Performing Rubric Score: 3 This response earns the score of 3 on the Performing Rubric for demonstrating a thorough understanding of performing by meeting three of the four task requirements: the student plays the entire piece with a steady beat, has smooth transitions between each section, and performs without noticeable interruption. No further credit can be awarded because the student does not play the entire piece with its correct rhythmic value. (Because the student did not arrange his composition in rondo form, he lost credit on the rubric above however, he is credited on this rubric based on the performance of what he arranged, whether that is rondo or not.) Meeting three of the task requirements earns the performance three points on this rubric. 35

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39 Grade 8 Music Bubble Gum Jingle (2005)

40 Directions for Administering the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 8 Music Bubble Gum Jingle Introduction 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. Prior to administration, all students should have received instruction in the skills and concepts being assessed. Please read this information carefully before administering the performance assessment. Test Administration Expectations This assessment item is to be incorporated into classroom instruction. This assessment item is to be administered in a safe, appropriately supervised environment following district policy and procedures. Accommodations based upon student IEP or 504 plan determine the administration of this assessment. 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. All performances must be recorded by videotape to facilitate scoring and to document each student s performance. Response sheets are provided for 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 document each student s performance. 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), private performance space, and video recorder and tape. 38

41 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. Provide the appropriate key signature for each voice or instrument. 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. The student performances must be videotaped for this assessment. 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 during taping 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. Video setup needs to be in a defined space, so the performer can be seen at all times. Students should be prompted to clearly say their name/number and their current grade level into the recording device before they begin their performance. Students who respond in writing must include their name/number on the response sheet. 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 specialists and classroom teachers. Each individual instructor should tailor the administration of the task to his/her available class time and schedule. 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 start creating the jingle and notating it on staff paper. 5 minutes: The teacher collects all student responses. Day Two Estimated Time: 5 minutes: The teacher distributes the responses to the students. 20 minutes: The students complete their jingles. 20 minutes: The students rehearse their jingles. 5 minutes: The teacher collects all student responses. 39

42 Day Three Estimated Time: 5 minutes: The teacher distributes the responses to the students. 10 minutes: The students rehearse their jingles. 20 minutes: The teacher must videotape each student s performance. Students have 20 minutes to complete the response sheet after their performance. 5 minutes: The teacher collects all student responses. Day Four Estimated Time: 5 minutes: The teacher distributes the responses to the students. 25 minutes: The teacher videotapes the remaining student performances. Those students have 25 minutes to complete the response sheet after performing. 20 minutes: The teacher videotapes 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. 40

43 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 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. The A section must be either 4 or 8 measures long. The B section must be a contrasting section and either 4 or 8 measures long. Notate your jingle on staff paper. 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, and timbre. 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: Keep eye contact with the audience. Introduce yourself. Introduce the name of your bubble gum. Perform without noticeable interruption. 41 Go On

44 Perform and express the composition as notated using tempo, rhythm, dynamics, and timbre. 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. Bow or nod to 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 have 45 minutes to create your jingle and notate it on staff paper. You will then have 30 minutes to practice the jingle before performing for your teacher. Your performance will be videotaped. After your performance, you will have an additional 40 minutes to respond about your jingle. 42 Go On

45 1) Use the staff paper below to compose your jingle. Your completed jingle must be 8 to 16 measures long. 43 Go On

46 44 Go On

47 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: Rhythm: Dynamics: Timbre: Characteristics of the New Brand of Gum: 45 STOP

48 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 8 Bubble Gum Jingle Music Glossary bar line a vertical line on the staff separating one measure from the next bass clef (F clef) used to notate the lowest sounding notes; the two dots surrounding the fourth line indicate a note written on that line is F beat the steady pulse in music dynamics the loudness and quietness of sound pianissimo ( ) very quiet piano ( ) quiet mezzo-piano ( ) medium quiet mezzo-forte ( ) medium loud forte ( ) 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 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 timbre the tone quality or tone color of a singing voice or a musical instrument: soprano, alto, tenor, bass 46

49 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 treble clef (G clef) used to notate the highest sounding notes; the curl of the clef surrounding the second line indicates a note written on that line is G 47

50

51 Scoring Guide Grade 8 Music Bubble Gum Jingle (2005)

52 Introduction to the Scoring Guide This booklet includes a training set of exemplar student responses. The responses will be used to instruct teachers how to score student responses using the rubrics provided. Creating Rubric (1.1.1 and 1.1.2) Rubrics 4 A 4-point response: The student demonstrates a thorough understanding of composition by meeting all of the four task requirements listed below: uses standard notation including key and time signature, and correct bar placement, uses each of the musical elements (tempo, rhythm and dynamics) in the jingle, creates a jingle with only A and B sections with each section consisting of 4 or 8 measures, and labels each section of the jingle with the letters A or B. 3 A 3-point response: The student demonstrates an adequate understanding of composition by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of composition by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of composition by meeting one of the four task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of composition by meeting none of the four task requirements listed above. Performing Rubric (1.2) 4 A 4-point response: The student demonstrates a thorough understanding of how to create and/or perform for a selected purpose by meeting all of the four task requirements listed below: performs without noticeable interruption, performs music as notated, demonstrates appropriate performance techniques with the voice or instrument of choice, and maintains focus on the performance. 3 A 3-point response: The student demonstrates an adequate understanding of how to create and/or perform for a selected purpose by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of how to create and/or perform for a selected purpose by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of how to create and/or perform for a selected purpose by meeting one of the four task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of how to create and or perform for a selected purpose by meeting none of the four task requirements listed above. 50

53 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 they portray a characteristic of the gum, and identifies how timbre was used in the composition/performance and how it portrays a characteristic of the gum. 3 A 3-point response: The student demonstrates an adequate understanding of the responding process by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of the responding process by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of the responding process by meeting one of the four task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of the responding process by meeting none of the four task requirements listed above. 51

54 Scoring Notes The following scoring notes should be used as guidelines when scoring this item. The placement of articulation items will not be scored. The quality of the whole performance will override any minor notation errors. (For example, two incorrect measures out of eight would not be credited.) The lack of breath support is considered a fundamental error in appropriate techniques. If the teacher allows a student to start over, it is not considered an interruption. If you are unable to see the student s technique (hands, posture, etc.) due to camera angle, the point should be given. If the created jingle is not original, the student receives the score of 0. 52

55 Exemplar Responses and Annotations Student Samples Scoring Note Some of the samples include student work that illustrates how students interpreted the directions. Student responses are authentic and may contain spelling errors in order to demonstrate the type of response a teacher would see and score. Authentic work during scoring training allows scorers to see that grammar and spelling are not considered when a score is given, unless the scorer is unable to interpret its meaning. Purpose of Exemplar Set The set of exemplar papers is made up of examples of student responses that represent each score point. Each exemplar paper has been previously scored and includes an annotation that provides an explanation about the rationale for scoring. 53

56 Exemplar #1 tempo - 70 style - Legato Prevcav Gum 1) Use the staff paper below to compose your jingle. Your completed jingle must be 8 to 16 measures long. 54

57 Exemplar #1 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: = 70 moderato I played not too fast, not too slow Rhythm: 16th notes + quarter notes I played four notes in one beat piano + forte played soft + loud Dynamics: good bow stayed strait Timbre: Characteristics of the New Brand of Gum: good cause you're happy because you don't get cavities when you're happy, you go fast good because 16th notes sound fast, when you're happy, you go fast good because when you go fast, you're also loud good cause if tone is good, gum is good. 55

58 Exemplar #1 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of composition by meeting all four of the task requirements: the performance uses standard notation, including time and key signature and correct bar placement (acceptable even though the bass clef is reversed), uses each of the musical elements, creates a jingle with only A and B sections of 4 to 8 measures each, and labels each section with the letters A or B. Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 4 This performance earns the score of 4 on the Performing Rubric for demonstrating a thorough understanding of performing process by meeting all four of the task requirements: the student performs without noticeable interruption, demonstrates appropriate techniques with the instrument of choice, performs the music as notated, and maintains focus throughout the musical presentation. Meeting all four task requirements earns the performance four points on this rubric. Responding Rubric Score: 4 This response earns the score of 4 on the Responding Rubric for demonstrating a thorough understanding of the responding process by meeting all four of the task requirements: the student accurately identifies how each of the four musical elements (tempo, rhythm, dynamics, and timbre) is used in the composition and how each portrays a characteristic of the gum. Explaining the use of all four musical elements in the jingle earns the response four points on this rubric. 56

59 allegro FINAL DRAFT Yum Yum Bubble Gum Exemplar #2 57

60 Exemplar #2 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: the tempo is fairly fast the tempo was fairly fast, slowed down at the last measure a bit Rhythm: catchy rhythm - 8th notes + slurs followed music composition Dynamics: medium quiet at first then gets louder, then quieter, then loud at the end medium quiet the whole time soprano soprano Timbre: Characteristics of the New Brand of Gum: fast speed to show the gum is a treat for your taste buds + teeth the slurs to show the smoothness of the gum when you first chew the gum the flavor starts to slowly kick in, then when you start tasting the flavor, the music gets louder the gum gets you excited 58

61 Exemplar #2 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of composition by meeting all four of the task requirements: the student uses standard notation, including time and key signature and correct bar placement (acceptable even though there are a few missed bar lines), uses each of the musical elements, creates a jingle with only A and B sections of 4 to 8 measures each, and labels each section with the letters A or B. Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 4 This performance earns the score of 4 on the Performing Rubric for demonstrating a thorough understanding of performance process by meeting all four of the task requirements: the student performs without noticeable interruption, demonstrates appropriate techniques with the instrument of choice, performs the music as notated (one mistake does not detract from the overall quality), and maintains focus throughout the musical presentation. Meeting all four task requirements earns the performance four points on this rubric. Responding Rubric Score: 3 This response earns the score of 3 on the Responding Rubric for demonstrating an adequate understanding of the responding process by meeting three of the four task requirements: the student accurately identifies how three of the four musical elements are used in the composition and how each of them (tempo, rhythm, and dynamics) portrays a characteristic of the gum. No further credit can be awarded because the response does not explain how timbre is used in the jingle. Explaining three of the four musical elements in the jingle earns the response three points on this rubric. 59

62 Exemplar #3 Quickly, FINAL DRAFT Denti - Bubble 60

63 Exemplar #3 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Quickly Played Quickly and correctly Tempo: Fast rhytms Played rhytms correctly Rhythm: slow Dynamics: Loud medium loud medium soft f mf mp forgot to change volume Alto Alto Timbre: Characteristics of the New Brand of Gum: works fast makes you want to chew fast. Relaxes you. When you first chew it there is an explosion in your mouth Lasts long Not too strong not too bland. 61

64 Exemplar #3 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of composition by meeting all four of the task requirements: the student uses standard notation, including time and key signature and correct bar placement, uses each of the musical elements, creates a jingle with only A and B sections of 4 to 8 measures each, and labels each section with the letters A or B. Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performance process by meeting three of the four task requirements: the student demonstrates appropriate techniques with the instrument of choice, performs the music as notated (except for the minor problem of a missing half-note in measure 3), and maintains focus throughout the musical presentation. No further points can be awarded because the performance includes a number of noticeable interruptions. Meeting three of the four task requirements earns the performance three points on this rubric. Responding Rubric Score: 4 This response earns the score of 4 on the Responding Rubric for demonstrating a thorough understanding of the responding process by meeting all four of the task requirements: the student accurately identifies how each of the four musical elements (tempo, rhythm, dynamics, and timbre) is used in the composition and how each portrays a characteristic of the gum. Although timbre is the least developed of the explanations, it is credited for saying not too strong and not too bland. Explaining the use of all four musical elements in the jingle earns the response four points on this rubric. 62

65 Smile & Chew Jingle 1) Use the staff paper below to compose your jingle. Your completed jingle must be 8 to 16 measures long. Exemplar #4 63

66 Exemplar #4 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: I chose a fast & lively tempo because when you chew gum you chew fast. I played my peice fast and lively so the tune would sound right. Rhythm: I used quarter notes, half notes, and 8th notes so the tune would sound happy. I play my peice fast and I realise that my quarter notes might have sounded like 8th notes. Dynamics: My Peice started off at mezzo forte and tward the end I had It decrecendo to piano. When I preformed my decresendo it may not have sounded much like a decresendo. Timbre: I chose an Alto setting because I feel more comfortable with Alto. I played in the Alto position. Characteristics of the New Brand of Gum: The gum is light, chewy, and tasty infact its so tasty you will chew it super fast. At first you chew your gum sort of slowly, then you speed up, and then slow down again. When you chew gum you start out loudly then get softer. When you chew gum it dosen't sound sqeeky or really low. You might say its medium 64

67 Exemplar #4 Annotation Creating Rubric Score: 3 This performance earns the score of 3 on the Creating Rubric for demonstrating an adequate understanding of composition by meeting three of the four task requirements: the student uses each of the musical elements, creates a jingle with only A and B sections of 4 to 8 measures each, and labels each section with the letters A or B. No further credit can be awarded because the composition does not use standard notation (misplaced key and dynamics, basic notation errors). Meeting three of the four task requirements earns the performance three points on this rubric. Performing Rubric Score: 4 This performance earns the score of 4 on the Performing Rubric for demonstrating a thorough understanding of performance process by meeting all four of the task requirements: the student performs without noticeable interruption, demonstrates appropriate techniques with the instrument of choice, performs the music as notated, and maintains focus throughout the musical presentation. Meeting all four task requirements earns the performance four points on this rubric. Responding Rubric Score: 4 This response earns the score of 4 on the Responding Rubric for demonstrating a thorough understanding of the responding process by meeting all four of the task requirements: the student accurately identifies how each of the four musical elements (tempo, rhythm, dynamics, and timbre) is used in the composition and how each portrays a characteristic of the gum. Explaining the use of all four musical elements in the jingle earns the response four points on this rubric. 65

68 Exemplar #5 SBADL Sauce Pop 1) Use the staff paper below to compose your jingle. Your completed jingle must be 8 to 16 measures long. 66

69 Exemplar #5 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: Stately Helped audience to understand meaning Arcother Pizz. Rhythm: Piano Dynamics: Tenor Tenor Timbre: Characteristics of the New Brand of Gum: Good solid chewing Gum is being chewed, grows, then pops. Quiet chewing, then loud pop Tenor 67

70 Exemplar #5 Annotation Creating Rubric Score: 4 This performance earns the score of 4 on the Creating Rubric for demonstrating a thorough understanding of composition by meeting all four of the task requirements: the student uses standard notation, including time and key signature and correct bar placement (acceptable even though time and key numbers are on the wrong side, only a minor error), uses each of the musical elements, creates a jingle with only A and B sections of 4 to 8 measures each, and labels each section with the letters A or B. Meeting all four task requirements earns the performance four points on this rubric. Performing Rubric Score: 4 This performance earns the score of 4 on the Performing Rubric for demonstrating a thorough understanding of performance process by meeting all four of the task requirements: the student performs without noticeable interruption, demonstrates appropriate techniques with the instrument of choice, performs the music as notated, and maintains focus throughout the musical presentation. Meeting all four task requirements earns the performance four points on this rubric. Responding Rubric Score: 2 This response earns the score of 2 on the Responding Rubric for demonstrating partial understanding of the responding process by meeting two of the four task requirements: the student accurately identifies how two of the four musical elements are used in the composition and how each of them (tempo and dynamics) portrays a characteristic of the gum. No further credit can be awarded because the response does not explain how rhythm or timbre are used in the jingle (the rhythm explanation is not actually discussing rhythm while the timbre explanation simply says the word tenor ). Explaining two of the four musical elements in the jingle earns the response two points on this rubric. 68

71 Final Draft Jumble Bumble Exemplar #6 69

72 Exemplar #6 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: I used allegro which is fast, but not really fast. I used a fast steady pace to show how great it would be. Rhythm: 8th scale down so it makes it exciting. I was accenting the higher notes and the low notes. As the scale went down. Dynamics: I marked the high/peak of the scale so as it gets a lower note, the sound gets softer. I accented the high parts by being louder and the low parts by being softer. Soprano Soprano Timbre: Characteristics of the New Brand of Gum: Fast to show it is so exciting It is suspencing to see where it goes from the scales and everything. There are some sweet and sour parts lite sour being low and sweet high! The gum to make it exciting and to intrigue people to have it. 70

73 Exemplar #6 Annotation Creating Rubric Score: 3 This performance earns the score of 3 on the Creating Rubric for demonstrating an adequate understanding of composition by meeting three of the four task requirements: the student uses each of the musical elements, creates a jingle with only A and B sections of 4 to 8 measures each, and labels each section with the letters A or B. No further credit can be awarded because the composition does not use standard notation (in the second measure, the stems are misplaced and in the third measure, there are errors regarding key and time signatures. There are extra bar lines throughout). Meeting three of the four task requirements earns the performance three points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performance process by meeting three of the four task requirements: the student performs without noticeable interruptions, demonstrates appropriate techniques with the instrument of choice, and maintains focus throughout the musical presentation. No further points can be awarded because the student does not perform the music as notated (there is no steady beat and there are rhythmic inconsistencies). Meeting three of the four task requirements earns the performance three points on this rubric. Responding Rubric Score: 2 This response earns the score of 2 on the Responding Rubric for demonstrating partial understanding of the responding process by meeting two of the four task requirements: the student accurately identifies how two of the four musical elements are used in the composition and how each of them (tempo and dynamics) portrays a characteristic of the gum. No further credit can be awarded because the response does not explain how rhythm or timbre are used in the jingle (the rhythm explanation is incomplete and the timbre explanation incorrectly discusses soprano as a timbre). Explaining two of the four musical elements in the jingle earns the response two points on this rubric. 71

74 Exemplar #7 1) Use the staff paper below to compose your jingle. Your completed jingle must be 8 to 16 measures long. 72

75 Exemplar #7 2) Use the chart below when responding about your jingle. Musical Composition: Performance: The tempo was fast. I performed it pretty fast Tempo: Rhythm: Had lot of rest in the middle but still fast. Made the rest shorter then it should've. No dynamics I played it mf Dynamics: Timbre: It was pretty much tenor. I played notes that were in that range. Characteristics of the New Brand of Gum: Sweed is a gum that the flavor just gets to you really fast. You should always enjoy the flavor of bubble gum by taking breaks to enjoy the flavor. This gum seems to want to make you talk in a mf tone. Your voice suddenly goes higher. 73

76 Exemplar #7 Annotation Creating Rubric Score: 2 This performance earns the score of 2 on the Creating Rubric for demonstrating partial understanding of composition by meeting two of the four task requirements: the student creates a jingle with only A and B sections of 4 to 8 measures each and labels each section with the letters A or B. No further credit can be awarded because the composition does not use standard notation (treble clef is unclear and outside the staff, stems are missing, beats are unclear) and does not use each of the musical elements (there are no dynamics). Meeting two of the four task requirements earns the performance two points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performance process by meeting three of the four task requirements: the student performs without noticeable interruptions, demonstrates appropriate techniques with the instrument of choice, and maintains focus throughout the performance. No further points can be awarded because the student does not perform the music as notated (given the lack of clarity in the notation, this would be difficult). Meeting three of the four task requirements earns the performance three points on this rubric. Responding Rubric Score: 3 This response earns the score of 3 on the Responding Rubric for demonstrating an adequate understanding of the responding process by meeting three of the four task requirements: the student accurately identifies how three of the four musical elements are used in the composition and how each of them (tempo, rhythm, and dynamics) portrays a characteristic of the gum. No further credit can be awarded because the response does not explain how timbre is used in the jingle (it incorrectly discusses tenor instead). Explaining three of the four musical elements in the jingle earns the response three points on this rubric. 74

77 Exemplar #8 1) Use the staff paper below to compose your jingle. Your completed jingle must be 8 to 16 measures long. BazookaTom... Bubble Gum! It s really sweet, & good for your teeth! It helps fight, Cavities! Bazooka Tom... Bubble Gum! 75

78 Exemplar #8 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: I think I kept the same tempo throughout my performance, but I might ve sped up. Rhythm: Tee hee My ruthm during the performance was, I think, excellent! Dynamics: I did pretty good on the accents + the crescendo. Timbre: Some of my best friends are books When I preformed, the timbre of me and my instrument were pretty good. Characteristics of the New Brand of Gum: Yerface Silly Rabbit! Trix are for Kids! You re hot with a capital b Who dat? 76

79 Exemplar #8 Annotation Creating Rubric Score: 3 This performance earns the score of 3 on the Creating Rubric for demonstrating an adequate understanding of composition by meeting three of the four task requirements: the student uses standard notation, including time and key signature and correct bar placement, creates a jingle with only A and B sections of 4 to 8 measures each, and labels each section with the letters A or B. No further credit can be awarded because the composition does not use each of the musical elements (there are no tempo markings). Meeting three of the four task requirements earns the performance three points on this rubric. Performing Rubric Score: 4 This performance earns the score of 4 on the Performing Rubric for demonstrating a thorough understanding of performance process by meeting all four of the task requirements: the student performs without noticeable interruption, demonstrates appropriate techniques with the instrument of choice, performs the music as notated, and maintains focus throughout the musical presentation. Meeting all four task requirements earns the performance four points on this rubric. Responding Rubric Score: 0 This response earns the score of 0 on the Responding Rubric because it shows no understanding of the responding process: the student does not attempt to legitimately respond to the questions, instead opting to try to be humorous. Without identifying how each of the musical elements is used in the jingle, no points can be earned on this rubric. 77

80 Exemplar #9 FINAL DRAFT Native American Gum 78

81 Exemplar #9 2) Use the chart below when responding about your jingle. Musical Composition: Performance: Tempo: Moderate Rhythm: Native American beat Dynamics: Soft Timbre: Mezzo piano, medium tone, trying to stay soft Characteristics of the New Brand of Gum: Native Style Durability Native Style Sacred tone 79

82 Exemplar #9 Annotation Creating Rubric Score: 2 This performance earns the score of 2 on the Creating Rubric for demonstrating partial understanding of composition by meeting two of the four task requirements: the student creates a jingle with only A and B sections of 4 to 8 measures each and labels each section with the letters A or B. No further credit can be awarded because the composition does not use standard notation (incorrect time signature and bar lines) and does not use each of the musical elements (there are no dynamics and the rhythm is incorrect). Meeting two of the four task requirements earns the performance two points on this rubric. Performing Rubric Score: 3 This performance earns the score of 3 on the Performing Rubric for demonstrating an adequate understanding of performance process by meeting three of the four task requirements: the student performs without noticeable interruptions, demonstrates appropriate techniques with the instrument of choice, and maintains focus throughout the musical presentation. No further points can be awarded because the student does not perform the music as notated (given the lack of clarity in the notation, this would be difficult). Meeting three of the four task requirements earns the performance three points on this rubric. Responding Rubric Score: 1 This response earns the score of 1 on the Responding Rubric for demonstrating minimal understanding of the responding process by meeting one of the four task requirements: the student accurately identifies how only rhythm is used in the jingle (by noting its native style durability ). No further credit can be awarded because the response does not explain how tempo (an incomplete explanation), dynamics (not mentioned), and timbre (incorrectly defined) are used in the performance. Explaining one of the four musical elements in the jingle earns the response one point on this rubric. 80

83 Exemplar #10 1) Use the staff paper below to compose your jingle. Your completed jingle must be 8 to 16 measures long. 81

84 Exemplar #10 2) Use the chart below when responding about your jingle. Musical Composition: Performance: good ok Tempo: not very good Pretty good Rhythm: mf mf Dynamics: ok not very well Timbre: Characteristics of the New Brand of Gum: since its red Hot buble when you chew you get a birst of spice thats wy you chew fast didn't relly fit withe gum loud becose yoar screaming your mouth is on fire good low sound gose with the gum 82

85 Exemplar #10 Annotation Creating Rubric Score: 2 This performance earns the score of 2 on the Creating Rubric for demonstrating a partial understanding of composition by meeting two of the four task requirements: the student creates a jingle with only A and B sections of 4 to 8 measures each and labels each section with the letters A or B. No further credit can be awarded because the composition does not use standard notation (clef and time are in wrong order, too many bar lines, the eighth bars are incorrect) and does not use each of the musical elements (there is no tempo or rhythm). Meeting two of the four task requirements earns the performance two points on this rubric. Performing Rubric Score: 2 This performance earns the score of 2 on the Performing Rubric for demonstrating a partial understanding of performance process by meeting two of the four task requirements: the student performs without noticeable interruptions and maintains focus throughout the musical presentation. No further points can be awarded because the student does not demonstrate appropriate techniques with the instrument of choice (a slanted bow, collapsed left hand) and does not perform the music as notated (given the lack of clarity in the notation, this would be difficult). Meeting two of the four task requirements earns the performance two points on this rubric. Responding Rubric Score: 0 This response earns the score of 0 on the Responding Rubric because it shows no understanding of the responding process: the student does not explain the musical elements or how they are incorporated into the composition. Without identifying how each of the musical elements is used in the jingle, no points can be earned on this rubric. 83

86

87 Grade 8 Music Roller Coaster Fanatic (2005)

88 Directions for Administering the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 8 Music Roller Coaster Fanatic Introduction This document contains information essential to the administration of the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Music, Grade 8, Roller Coaster Fanatic. Prior to administration, all students should have received instruction in the skills and concepts being assessed. Please read this information carefully before administering the performance assessment. Test Administration Expectations This assessment item is to be incorporated into classroom instruction. This assessment item is to be administered in a safe, appropriately supervised environment following district policy and procedures. Accommodations based upon student IEP or 504 plan determine the administration of this assessment. Description of the Performance Assessment Students taking this performance assessment will respond to a performance task. Performance tasks ask the students to individually create and perform a solo performance based on the criteria outlined in the task. All performances must be recorded by videotape to facilitate scoring and to document each student s performance. Response sheets are provided for creation and notation of a theme. All written work must be completed on these student response sheets. Materials and Resources Students will need the following materials and resources to complete this performance assessment: classroom set of reproduced student 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), private performance space, and video recorder and tape. 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. 86

89 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. The melody must stay within one octave. Provide a variety of piano/keyboard, band, orchestra, and barred instruments. Examples of barred instruments are glockenspiel, metallophone, xylophone, percussion, keyboard, steel drums, etc. The student performances must be videotaped for this assessment. Students should have two opportunities to perform the selection while being recorded. Students should hand in their rough draft and their final composition after their performance. 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 during taping 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. Video setup needs to be in a defined space, so the performer can be seen at all times. Students should be prompted to clearly say their name/number and their current grade level into the recording device before they begin their performance. Students must include their name/number on the response sheet. 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 specialists and classroom teachers. Each individual instructor should tailor the administration of the task to his/her available class time and schedule. 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 all materials. 25 minutes: The students begin creating their theme song and notating it on the staff paper on the workspace. 5 minutes: The teacher collects all student responses. Day Two Estimated Time: 5 minutes: The teacher distributes all materials to the students. 20 minutes: The students transfer their two songs on the final product space. 5 minutes: The teacher collects all student responses. 87

90 Day Three Estimated Time: 5 minutes: The teacher distributes final compositions to the students. 30 minutes: The students rehearse their compositions. 15 minutes: The teacher must videotape each student s performance and collect compositions after each performance. Students should have two opportunities to perform while being recorded. 5 minutes: The teacher collects all final compositions. Day Four Estimated Time: 5 minutes: The teacher distributes final compositions to the students. 45 minutes: The teacher videotapes the remaining student performances. 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 Roller Coaster Fanatic. 88

91 RRoller Coaster Fanatic The director of a computer company has developed a new computer game called Roller Coaster Fanatic. The director is looking for an original theme about the feelings a person would have while riding a roller coaster. You want to be selected to compose the theme for the computer game. The director requires that you create and perform a composition that demonstrates an understanding of how melodic line, rhythm, dynamics, and tempo create feeling. The director will give you time to compose a rough draft of your composition, and time to transfer this to a final composition. The director will give you time to practice before performing the theme for the computer game. The director explains that you must meet the following task requirements when creating your theme song: Compose an original theme song about the feelings a person would have when riding a roller coaster. Notate your theme song on staff paper. Choose the appropriate clef (treble clef, bass clef, alto clef) for your voice or instrument. Use standard music 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 a variety of notes to create a varied rhythm: whole note, half note, quarter note, or eighth note. Use a variety of rests to create a varied rhythm: whole rest, half rest, quarter rest, or eighth rest. Write two of the following dynamic markings under the notation: 89 Go On

92 Use one of the following tempo markings: largo, andante, allegro, presto, ritardando, or accelerando. The director explains that you must meet the following task requirements when performing your composition: Use your voice or the instrument of your choice. Demonstrate appropriate performance skills: keep eye contact with the audience during the introduction, introduce yourself, perform without noticeable interruption, perform the composition as notated, use proper posture, maintain focus on your performance, and bow or nod to the audience at the end of the performance. You will have 45 minutes to create your theme song and notate it on the staff paper provided in the workspace. You will have 20 minutes to transfer your composition to the final product space. Remember, your workspace will not be scored. You will then have 30 minutes to practice your theme song before performing for your teacher. You will have two chances to perform the selection. Your performance will be videotaped. ritardando, or accelerando. The director explains that you must meet the following task requirements when you perform your composition: Demonstrate appropriate performance skills: Keep eye contact with the audience during the introduction. Introduce yourself. Perform without noticeable interruption. Use proper posture. Maintain focus on your performance. Bow or nod to the audience at the end of the performance. You will have 45 minutes to create your composition and write it on the staff paper provided in the workspace. You will have 20 minutes to transfer your composition to the final product space. Remember, your workspace will not be scored. You will then have 20 minutes to rehearse your theme song before performing it for your teacher two times. 90 Go On

93 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest loudest crescendo = diminuendo = 91 Go On

94 92 Go On

95 Final Composition 2) Use the space below for your final composition. 93 Go On

96 94 STOP

97 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 8 Roller Coaster Fanatic Music Glossary bar line a vertical line on the staff separating one measure from the next bass clef (F clef) used to notate the lowest sounding notes; the two dots surrounding the fourth line indicate a note written on that line is F beat the steady pulse in music composition the act of arranging the elements of music to create a musical piece dynamics the loudness and quietness of sound pianissimo ( ) very quiet piano ( ) quiet mezzo-piano ( ) medium quiet mezzo-forte ( ) medium loud forte ( ) loud fortissimo (ff) very loud measure the space between bar lines notation a writing system of symbols to indicate pitch, duration, and the writing of notes and symbols note a symbol used for a musical tone note values a symbol used to show how long a tone should be held; expressed as a whole and its parts, including half note, quarter note, eighth note, etc. rest a symbol used to mark a period of silence for a specific amount of time rhythm the way a pattern of sounds moves through time staff a set of lines and spaces used in writing music to indicate the pitches; usually five lines and four spaces tempo the pace at which a piece of music is performed ritardando gradual delay of time accelerando gradually becoming faster largo very slow andante medium slow allegro fast presto very fast 95

98 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 treble clef (G clef) used to notate the highest sounding notes; the curl of the clef surrounding the second line indicates a note written on that line is G 96

99 Scoring Guide Grade 8 Music Roller Coaster Fanatic (2005)

100 Introduction to the Scoring Guide This booklet includes a training set of exemplar student responses. The responses will be used to instruct teachers how to score student responses using the rubrics provided. Creating Notation Rubric (1.1.2) Rubrics 4 A 4-point response: The student demonstrates a thorough understanding of notation by meeting four or five of the five task requirements listed below: notates a composition using a variety of notes and rests of at least 8 measures on staff paper, uses standard notation (e.g., time signature, key signature, bar lines, stems), uses the correct number of beats in each measure based on the chosen time signature, writes two dynamic markings under the rhythmic notation, and uses one or more tempo markings. 3 A 3-point response: The student demonstrates an adequate understanding of notation by meeting three of the five task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of notation by meeting two of the five task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of notation by meeting one of the five task requirements listed above. 0 A 0-point response: The student demonstrates no understanding of notation by meeting none of the five task requirements listed above. Performing Arts Skills and Techniques Rubric (2.2) 4 A 4-point response: The student demonstrates a thorough understanding of the performance process by meeting all of the four task requirements listed below: demonstrates the relationship and interactive responsibilities of the performer and audience, performs composition as notated, demonstrates appropriate performance techniques (including proper posture) with the voice or instrument of choice, and maintains focus and performs without interruption. 3 A 3-point response: The student demonstrates an adequate understanding of the performance process by meeting three of the four task requirements listed above. 2 A 2-point response: The student demonstrates a partial understanding of the performance process by meeting two of the four task requirements listed above. 1 A 1-point response: The student demonstrates a minimal understanding of the performance process by meeting one of the four requirements listed above. 0 A 0-point response: The student demonstrates no understanding of the performance process by meeting none of the four task requirements listed above. 98

101 Exemplar Responses and Annotations Student Samples Scoring Note Some of the samples include student work that illustrates how students interpreted the directions. Student responses are authentic and may contain spelling errors in order to demonstrate the type of response a teacher would see and score. Authentic work during scoring training allows scorers to see that grammar and spelling are not considered when a score is given, unless the scorer is unable to interpret its meaning. Purpose of Exemplar Set The set of exemplar papers is made up of examples of student responses that represent each score point. Each exemplar paper has been previously scored and includes an annotation that provides an explanation about the rationale for scoring. 99

102 Exemplar #1 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 100

103 Exemplar #1 Final Composition 2) Use the space below for your final composition. 101

104 Exemplar #1 Annotation Creating Notation Rubric Score: 4 This performance earns the score of 4 on the Creating Notation Rubric for demonstrating a thorough understanding of notation by meeting at least four of the five task requirements. The performance meets all five of the task requirements: the student notates a composition (using a variety of notes and rests) of at least 8 measures on staff paper, uses standard notation (even though the whole rest is incorrect), uses the correct number of beats per measure for the chosen time signature, writes dynamic markings under the rhythmic notation, and uses one or more tempo markings. Meeting all five task requirements earns the performance four points on this rubric. Performing Art Skills and Techniques Rubric Score: 4 This performance earns the score of 4 on the Performing Art Skills and Techniques Rubric for demonstrating a complete understanding of performance process by meeting all four of the task requirements: the student uses appropriate audience conventions, performs the composition as notated (the quality of the performance overshadows the small rest error in measure 7), demonstrates appropriate performance techniques with the voice or instrument, and maintains focus/performs without interruptions. Meeting all four task requirements earns the performance four points on this rubric. 102

105 Exemplar #2 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 103

106 Exemplar #2 Final Composition 2) Use the space below for your final composition. 104

107 Exemplar #2 Annotation Creating Notation Rubric Score: 4 This performance earns the score of 4 on the Creating Notation Rubric for demonstrating a thorough understanding of notation by meeting at least four of the five task requirements. The performance meets all five of the task requirements: the student notates a composition (using a variety of notes and rests) of at least 8 measures on staff paper, uses standard notation, uses the correct number of beats per measure for the chosen time signature, writes dynamic markings under the rhythmic notation, and uses one or more tempo markings. Meeting all five task requirements earns the performance four points on this rubric. Performing Art Skills and Techniques Rubric Score: 3 This performance earns the score of 3 on the Performing Art Skills and Techniques Rubric for demonstrating an adequate understanding of performance process by meeting three of the four task requirements: the student uses appropriate audience conventions, demonstrates appropriate performance techniques with the voice or instrument, and maintains focus/performs without interruptions. No further credit can be awarded because the performance is not performed as notated (there are rhythmic errors). Meeting three of the four task requirements earns the performance three points on this rubric. 105

108 Exemplar #3 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 106

109 Exemplar #3 Final Composition 2) Use the space below for your final composition. 107

110 Exemplar #3 Annotation Creating Notation Rubric Score: 4 This performance earns the score of 4 on the Creating Notation Rubric for demonstrating a thorough understanding of notation by meeting at least four of the five task requirements. The performance meets four of the task requirements: the student uses standard notation, uses the correct number of beats per measure for the chosen time signature, writes dynamic markings under the rhythmic notation, and uses one or more tempo markings. Meeting four of the five task requirements earns the performance four points on this rubric. Although it does not affect the overall score, credit is not given for the first bullet on this rubric because the composition does not include a variety of rests. Performing Art Skills and Techniques Rubric Score: 3 This performance earns the score of 3 on the Performing Art Skills and Techniques Rubric for demonstrating an adequate understanding of performance process by meeting three of the four task requirements: the student uses appropriate audience conventions, demonstrates appropriate performance techniques with the voice or instrument, and maintains focus/performs without interruptions. No further credit can be awarded because the performance is not performed as notated. Meeting three of the four task requirements earns the performance three points on this rubric. 108

111 Exemplar #4 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 109

112 Exemplar #4 Final Composition 2) Use the space below for your final composition. 110

113 Exemplar #4 Annotation Creating Notation Rubric Score: 3 This performance earns the score of 3 on the Creating Notation Rubric for demonstrating an adequate understanding of notation by meeting three of the five task requirements: the student uses standard notation, uses the correct number of beats per measure for the chosen time signature, and uses one or more tempo markings. No further credit can be awarded because the performance does not notate a composition of eight measures with a variety of notes and rests (there is no rest variety) and does not write dynamic markings under the rhythmic notation (they are above). Meeting three of the five task requirements earns the performance three points on this rubric. Performing Art Skills and Techniques Rubric Score: 4 This performance earns the score of 4 on the Performing Art Skills and Techniques Rubric for demonstrating a thorough understanding of performance process by meeting all four of the task requirements: the student uses appropriate audience conventions, performs the composition as notated (with one small error), demonstrates appropriate performance techniques with the voice or instrument, and maintains focus/performs without interruptions. Meeting all four task requirements earns the performance four points on this rubric. 111

114 Exemplar #5 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 112

115 Exemplar #5 Final Composition 2) Use the space below for your final composition. 113

116 Exemplar #5 Annotation Creating Notation Rubric Score: 4 This performance earns the score of 4 on the Creating Notation Rubric for demonstrating a thorough understanding of notation by meeting at least four of the five task requirements. The performance meets four of the task requirements: the student uses standard notation, uses the correct number of beats per measure for the chosen time signature, writes dynamic markings under the rhythmic notation, and uses one or more tempo markings. Meeting four of the five task requirements earns the performance four points on this rubric. Although it does not affect the overall score, credit was not given for the first bullet on this rubric because the composition does not include a variety of rests there is only one rest. Performing Art Skills and Techniques Rubric Score: 2 This performance earns the score of 2 on the Performing Art Skills and Techniques Rubric for demonstrating a partial understanding of performance process by meeting two of the four task requirements: the student uses appropriate audience conventions and maintains focus/performs without interruptions. No further credit can be awarded because the student does not perform as notated (there were no dynamics, notes were missed, and the pulse was inconsistent) and does not demonstrate appropriate performance technique (the instrument is not held correctly). Meeting two of the four task requirements earns the performance two points on this rubric. 114

117 Exemplar #6 Workspace 1) Use the space below for the rough draft of your composition. Kiddie Coaster Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 115

118 Exemplar #6 Final Composition 2) Use the space below for your final composition. Kiddie Coaster 116

119 Exemplar #6 Annotation Creating Notation Rubric Score: 3 This performance earns the score of 3 on the Creating Notation Rubric for demonstrating an adequate understanding of notation by meeting three of the five task requirements: the performance uses standard notation, uses the correct number of beats per measure for the chosen time signature, and uses one or more tempo markings. No further credit can be awarded because the performance does not notate a composition of eight measures with a variety of notes and rests (there is no rest variety) and does not write two dynamic markings under the rhythmic notation (only one is provided). Meeting three of the five task requirements earns the performance three points on this rubric. Performing Art Skills and Techniques Rubric Score: 3 This performance earns the score of 3 on the Performing Art Skills and Techniques Rubric for demonstrating an adequate understanding of performance process by meeting three of the four task requirements: the student uses appropriate audience conventions, demonstrates appropriate performance techniques with the voice or instrument, and maintains focus/performs without interruptions. No further credit can be awarded because the performance is not performed as notated (there are many errors). Meeting three of the four task requirements earns the performance three points on this rubric. 117

120 Exemplar #7 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 118

121 Exemplar #7 Final Composition 2) Use the space below for your final composition. 119

122 Exemplar #7 Annotation Creating Notation Rubric Score: 3 This performance earns the score of 3 on the Creating Notation Rubric for demonstrating an adequate understanding of notation by meeting three of the five task requirements: the student uses standard notation, uses the correct number of beats per measure for the chosen time signature, and uses one or more tempo markings. No further credit can be awarded because the performance does not notate a composition of eight measures with a variety of notes and rests (there is only one rest) and does not write two dynamic markings under the rhythmic notation (they are above). Meeting three of the five task requirements earns the performance three points on this rubric. Performing Art Skills and Techniques Rubric Score: 2 This performance earns the score of 2 on the Performing Art Skills and Techniques Rubric for demonstrating a partial understanding of performance process by meeting two of the four task requirements: the student uses appropriate audience conventions and performs the composition as notated. No further credit can be awarded because the student does not demonstrate appropriate performance technique (using improper finger techniques) and does not perform without interruption (there is a pause between measures). Meeting two of the four task requirements earns the performance two points on this rubric. 120

123 Exemplar #8 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 121

124 Exemplar #8 Final Composition 2) Use the space below for your final composition. 122

125 Exemplar #8 Annotation Creating Notation Rubric Score: 3 This performance earns the score of 3 on the Creating Notation Rubric for demonstrating an adequate understanding of notation by meeting three of the five task requirements: the student notates a composition using a variety of notes and rests of at least eight measures, uses the correct number of beats per measure for the chosen time signature, and writes dynamic markings under the rhythmic notation. No further credit can be awarded because the performance does not use standard notation (problems with bar line placement and double bars, grand staff) and does not use one or more tempo markings (allagra instead of allegro). Meeting three of the five task requirements earns the performance three points on this rubric. Performing Art Skills and Techniques Rubric Score: 1 This performance earns the score of 1 on the Performing Art Skills and Techniques Rubric for demonstrating a minimal understanding of performance process by meeting one of the four task requirements: the student does use appropriate audience conventions, earning one point. No further credit can be awarded because the student does not perform the composition as notated (rhythmic errors throughout, wrong notes played), does not demonstrate appropriate performance technique (tonguing and air support problems), and does not perform without interruption (long pauses before beginning notes). Meeting one of the four task requirements earns the performance one point on this rubric. 123

126 Exemplar #9 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 124

127 Exemplar #9 Final Composition 2) Use the space below for your final composition. 125

128 Exemplar #9 Annotation Creating Notation Rubric Score: 2 This performance earns the score of 2 on the Creating Notation Rubric for demonstrating a partial understanding of notation by meeting two of the five task requirements: the student uses the correct number of beats per measure for the chosen time signature and writes dynamic markings under the rhythmic notation. No further credit can be awarded, however, because the performance does not notate a composition with a variety of notes and rests (no rest variety), does not use standard notation (poor placement of clef), and does not use one or more tempo markings (there are no markings). Meeting two of the five task requirements earns the performance two points on this rubric. Performing Art Skills and Techniques Rubric Score: 1 This performance earns the score of 1 on the Performing Art Skills and Techniques Rubric for demonstrating a minimal understanding of performance process by meeting one of the four task requirements: the student does maintain focus and perform without interruptions, earning one point. No further credit can be awarded because the student does not use appropriate audience conventions, does not perform the composition as notated (rhythmic errors, changed clefs), and does not demonstrate appropriate performance technique (the student does not change hands correctly). Meeting one of the four task requirements earns the performance one point on this rubric. 126

129 Exemplar #10 Workspace 1) Use the space below for the rough draft of your composition. Notation for pitched instruments: Notes whole note half note quarter note eighth note Rests whole rest half rest quarter rest eighth rest Dynamic Markings ff softest crescendo = diminuendo = loudest 127

130 Exemplar #10 Final Composition 2) Use the space below for your final composition. 128

131 Exemplar #10 Annotation Creating Notation Rubric Score: 1 This performance earns the score of 1 on the Creating Notation Rubric for demonstrating a minimal understanding of notation by meeting one of the five task requirements: the student does use the correct number of beats per measure for the chosen time signature, earning one point. No further credit can be awarded because the composition improperly notates rests, the time signature is outside the clefs, the student does not write dynamic markings under rhythmic notation, and does not use one or more tempo markings. Meeting one of the five task requirements earns the performance one point on this rubric. Performing Art Skills and Techniques Rubric Score: 0 This performance earns the score of 0 on the Performing Art Skills and Techniques Rubric for demonstrating no understanding of performance process by meeting none of the four task requirements. The student does not use appropriate audience conventions. The student does not maintain focus and performs with interruptions (student laughs at one point in performance, there are lengthy pauses between notes while searching for keys). The student does not perform the composition as notated (rhythmic errors, incorrect notes, no dynamics), and does not demonstrate appropriate performance technique. Meeting none of the four task requirements earns the performance no point on this rubric. 129

132

133 Grade 10 Music Prime Time TV (2005)

134 Directions for Administering the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 10 Music Prime Time TV Introduction This document contains information essential to the administration of the Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Music, Grade 10, Prime Time TV. Prior to administration, all students should have received instruction in the skills and concepts being assessed. Please read this information carefully before administering the performance assessment. Test Administration Expectations This assessment item is to be incorporated into classroom instruction. This assessment item is to be administered in a safe, appropriately supervised environment following district policy and procedures. Accommodations based upon student IEP or 504 plan determine the administration of this assessment. 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. All performances must be recorded by videotape to facilitate scoring and to document each student s performance. Response sheets are provided for creation and notation of theme song and variations. 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 document each student s performance. 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), private performance space, and video recorder and tape. 132

135 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. 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. The student performances must be videotaped for this assessment. 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 during taping 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. Video setup needs to be in a defined space, so the performer can be seen at all times. Students should be prompted to clearly say their name/number and their current grade level into the recording device before they begin their performance. Students who respond in writing must include their name/number on the response sheet. 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 five-day model is an example of how to administer the task. This task should be administered in 5 to 6 days. The time frame is based on a minute class session for specialists and classroom teachers. Each individual instructor should tailor the administration of the task to his/her available class time and schedule. Day One Estimated Time: 10 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 all materials. 45 minutes: The students create the theme song and notate it on staff paper. 5 minutes: The teacher collects all student responses. Day Two Estimated Time: 5 minutes: The teacher distributes all student responses to the students. 45 minutes: The students create and notate three variations on their theme song. 5 minutes: The teacher collects all student responses. 133

136 Day Three Estimated Time: 5 minutes: The teacher returns all materials to the students. 45 minutes: The students practice their theme song and three variations. Concurrently: 40 minutes: The teacher must videotape each student s performance. 5 minutes: The teacher collects all student responses. Day Four Estimated Time: 5 minutes: The teacher returns all materials to students. 45 minutes: The teacher must videotape each student s performance. Concurrently: 40 minutes: The students complete the response sheet after performing. 5 minutes: The teacher collects all student responses. Day Five Estimated Time: 5 minutes: The teacher returns all materials to the students. 25 minutes: The teacher videotapes the remaining student performances. 20 minutes: The teacher videotapes 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 10 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Music entitled Prime Time TV. 134

137 Prime Time TV You are a composer and have been asked to provide a theme song for a television show. The show s producers require a theme song with three variations that can be used throughout the season. A variation is a version of the original theme song in which musical elements have been changed to affect the mood or style. The producer has asked you to perform a theme song and create and perform three variations on this theme, using the same voice or instrument of your choice. The producer is interested in your use of different musical elements. You will have time to practice before performing the theme song and three variations. Then, the producer requires that you provide an explanation of the changes you made to the musical elements in creating each variation. The theme song and three variations may be performed using your voice or any instrument of your choice. The theme song and three variations should be performed without noticeable interruptions. You will have two chances to perform the theme song and three variations while being recorded. The producer explains that you must meet the following task requirements when creating your theme song and three variations: Compose an original theme song or choose a theme song you know. Identify how the theme will be performed (voice, instrument type). Choose the appropriate clef (treble clef, bass clef, alto clef) for your voice or instrument of your choice. Notate the theme and variations on staff paper: Choose a key signature. Choose a time signature. Use the correct number of beats in each measure. Demonstrate correct bar line placement. Notate four compositions of at least 8 measures each (one for the theme and one for each of the three variations). Use each of the following musical elements in your theme song and three variations: rhythm, dynamics, tempo, and phrasing. Change the way one musical element (rhythm, dynamics, tempo, or phrasing) is used in each variation. Using a pencil, place a box around the specific notated areas on the staff paper that are different from the theme song in each variation. 135 Go On

138 The producer explains that you must meet the following task requirements when performing your theme song and three variations: State the title of each composition before performing (e.g., theme song, variation #1, variation #2, variation #3). Identify the musical element that changed in each variation before you perform the variation. Perform the musical elements as they are notated in the theme song and variations. The producer explains that you must meet the following task requirements when responding to your theme song and three variations: Describe how each of the four musical elements is used in the theme. Describe the mood or style in your theme. Describe how you changed one musical element in your first variation. Describe how the change of this musical element affected the mood or style in the first variation. Describe how you changed one musical element in your second variation. Describe how the change of this musical element affected the mood or style in the second variation. Describe how you changed one musical element in your third variation. Describe how the change of this musical element affected the mood or style in the third variation. You will have 45 minutes to create your theme song and notate it on staff paper. You will have 45 minutes to create and notate the three variations of your theme song. You will have 45 minutes to practice your theme song and three variations before performing for your teacher. Your performance will be videotaped. After your performance, you will have 40 minutes to respond about your theme song and variations. 136 Go On

139 Theme Song Title: This theme song will be performed using. 1) Use the staff paper below to compose or notate the theme song. 137 Go On

140 2) Identify how you used the following musical elements in the theme song. Rhythm: Dynamics: Tempo: Phrasing: 3) Describe the mood or style these musical elements create in the theme. 138 Go On

141 Variation #1 Title: 4) Use the staff paper below to compose Variation #1 of your theme song. 5) Using a pencil, place a box around the specific notated areas that are different from the theme song. 6) Identify how you changed one of the following musical elements in this variation from your theme song: rhythm, dynamics, tempo, or phrasing. Changed musical element: 7) Describe how this change affected the mood or style. 139 Go On

142 Variation #2 Title: 8) Use the staff paper below to compose Variation #2 of your theme song. 9) Using a pencil, place a box around the specific notated areas that are different from the theme song. 10) Identify how you changed one of the following musical elements in this variation from your theme song: rhythm, dynamics, tempo, or phrasing. Changed musical element: 11) Describe how this change affected the mood or style. 140 Go On

143 Variation #3 Title: 12) Use the staff paper below to compose Variation #3 of your theme song. 13) Using a colored pencil, place a box around the specific notated areas that are different from the theme song. 14) Identify how you changed one of the following musical elements in this variation from your theme song: rhythm, dynamics, tempo, or phrasing. Changed musical element: 15) Describe how this change affected the mood or style. 141 STOP

144 Washington Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment Grade 10 Prime Time TV Music Glossary bar line a vertical line on the staff separating one measure from the next bass clef (F clef) used to notate the lowest sounding notes; the two dots surrounding the fourth line indicate a note written on that line is F beat the steady pulse in music composition the act of arranging the elements of music using the principles of organization to create a musical piece dynamics the loudness and quietness of sound expression the use of the elements of music (such as tempo, dynamics, etc.) to create a mood or feeling form the basic structure of a musical piece key signature the sharps or flats 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 musical work: beat/rhythm, expression (dynamics, style, phrasing, tempo), form, harmony, melody, notation, pitch, texture, timbre/tone color notation a writing system of symbols to indicate pitch, duration, and expression phrase a natural division of the melodic line, comparable to a sentence of speech rhythm the pattern of musical movement through time style the way a composition is written and performed to convey the composer s intended feelings and emotions (e.g., mood) tempo the pace at which a piece of music is performed theme a composition or section of a composition on which a variation is based time signature figures written on staff at the beginning of the composition showing the meter or the number of beats used in a measure treble clef (G clef) used to notate the highest sounding notes; the curl of the clef surrounding the second line indicates a note written on that line is G variation a version of the original theme in which some musical elements have been changed to affect the mood or style 142

145 Scoring Guide Grade 10 Music Prime Time TV (2005)