Middle School Chorus District-Developed End-of-Course (DDEOC) Exam Study Guide Division of Academic Support, Office of Academics & Transformation Miami-Dade County Public Schools 2014-2015
Contents Frequently Asked Questions... 1 Practice Test Questions... 3 Musical Terms Words Bank... 7 Musical Styles/Cultural Associations... 8 Composers/Suggested Works to be Familiar With... 8 Copyright Law... 9
1 Frequently Asked Questions Q: Where can I find the Florida State Standards? A: CPalms: http://www.cpalms.org/public/search/standard Q: Are the Performing Arts Assessment questions based on the Florida State Standards? A: Yes. Assessment items (questions) were developed for many of the standards. Q: Will sample test guides or study guides be provided? A: Yes. Study guides will be available before the winter break. Q: What time of the year will the assessment be administered? A: Testing will occur in the spring. The timeline will run from late April through early May. Q: How many questions will be asked? A: Approximately 25-30 for elementary, 40-50 for both middle and high school. Q: What types of questions will be asked? A: Multiple-choice items only will be administered for the baseline year. Q: What information will be covered on the assessment? A: Elements and principles of music, techniques, styles, item identification, and copyright laws. Q: Who is responsible for developing the test form? A: The district will develop all course test forms. Q: Who will administer this assessment? A: The performing arts specialist will administer the assessment. School site test chairs will work with the art specialist on assessment preparations and administration. Q: How will the assessment be administered? A: On computers (through schoolnet software). Q: How long does the assessment take? A: Approximately 60 minutes. Q: Will students who partake in interventions participate in the assessment? A: Yes, however these students assessment results will not be calculated in the baseline scores.
2 Q: Will accommodations be made for students participating in ESE, ESOL, MTSS, and all students with exceptionalities? A: Yes. Q: How will students who are enrolled in the wheel or semester classes be assessed? A: For this baseline year, semesterized EOC will only be offered for term 2 courses. For example, an performing arts course that ends in January (term1) will not be assessed this year. Students enrolled in the performing arts course during term 2 will take the exam in May. However next year, the expectation will be that students will take the exam at the completion of their course. For term 1 courses that end in January, students would sit for those exams then. Q: How does this affect my teacher evaluation? A: Refer to records form number 7317 (IPEGS), front cover. Note: at least 50% of an instructional personnel s evaluation must be based on student learning growth assessed annually and measured by statewide assessments Florida State Statutes 1008.22 - Student assessment program for public schools. http://www.flsenate.gov/laws/statutes/2011/1008.22 1012.34 Personnel evaluation procedures and criteria. http://www.flsenate.gov/laws/statutes/2011/1012.34 What are Item Specifications? Item Specifications documents define the content and format of the assessment and the assessment s items for item writers and reviewers, and indicate the alignment of items with the Florida State Standards. They also serve as a source of information for educators and the general public.
3 Practice Test Questions * Denotes correct answer Standard MU.68.C.1.4 Identify, aurally, a variety of vocal styles and ensembles. Listen to the musical example. (AUDIO: 15-45 second recording of a men s barbershop chorus (more that just 4 voices) singing My Wild Irish Rose.) What type of ensemble is this? A. Solo B. Duet C. Men s Chorus* D. Women s Chorus Standard MU.68.C.2.2 Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or rehearsal Compare the two recordings. AUDIO 1: (15-45 seconds) small group (trio or quartet) of young voices singing a folk song in unison where the beat is not steady and the singers are not together AUDIO 2: The same group singing the same piece and the beat is perfectly aligned. Both examples contain the same intonation, phrasing and tone. Which aspect in the second performance contains the greatest improvement? A. The steady beat* B. The intonation C. The phrasing D. The tone
4 Standard MU.68.F.3.2 Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media. Where is the copyright located in this example? MEDIA: picture of the front page of an octavo that is now in the public domain where the copyright information is listed at the bottom. A. middle right B. top center C. bottom* D. top left Standard MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances. Listen to the musical example. How would the quality of this performance be described with regard to intonation? A. The phrases are extended and connected. B. The tone is breathy and lacked support. C. The pitch in the upper register is flat.* D. The words are clearly understood.
5 Standard MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music. Listen to the following examples of two different performing groups. Which comparison of the two groups is accurate? A. The ensemble in Example 1 has soloists, and the ensemble in Example 2 does not. B. The ensemble in Example 1 is singing on pitch, and the ensemble in Example 2 is not. C. The ensemble in Example 1 is singing softly, and the ensemble in Example 2 is singing loudly. D. The ensemble in Example 1 is hard to understand, and the ensemble in Example has clear words. Standard MU.912.F.3.2 Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology. Which of the following illustrates a violation of copyright law? A. Purchasing music and videos online. B. Purchasing enough copies for the full chorus. C. Getting permission to extract a sample from a recording. D. Copying choral music because there are not enough copies.*
6 Standard MU.912.H.1.2 Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class. Which style of music are Beethoven and Haydn known for composing? A. Aria B. Jazz C. Symphony* D. Musicals Standard MU.68.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypothesis of the composer's intent. Compare the listening example to the score. Which statement describes how the listening example is different from the score? MEDIA: graphic of a score with 8-16 measure strophic folk song that includes dynamic markings, tempo marking of Andante, accents or slurs. MEDIA: 15-45 second audio of a small group of MS voices singing the song in unison or two part following all of the score indications except singing the piece Presto instead of Andante. A. Incorrect tempo* B. Incorrect form C. Incorrect dynamics D. Incorrect diction or articulation
7 Standard MU.68.H.1.2 Identify the works of representative composers within a specific style or time period. Listen to the musical example. (AUDIO: organ recording of the first 30-45 seconds of Toccata and Fugue in d minor by J.S. Bach) Many of this composer s pieces focused on themes that are repeated in many different forms throughout the work. Who is the composer? A. J.S. Bach* B. Wolfgang Mozart C. Orlande De Lassus D. Ludwig Van Beethoven Musical Terms Words Bank Scales (major, minor,) Dynamics Phrasing Tuning Timbre Legato Tempo Staccato Marcato Da Capo Art Song Quartet Diaphram Pharynx Epiglottis Unison Tonality Coda SATB Allegro Diction Romantic/Classical/Baroque Meter Trio SATB Concerto Larynx Crescendo
8 Musical Styles/Cultural Associations Students should be able to listen to and recognize what part of the world a particular style of music comes from. Visit http://divisionoflifeskills.dadeschools.net/asp/mu_resources.asp for instructional resources. Caribbean Chinese Japanese Mexican West African Native American United States (jazz, march, patriotic) Scotland Composers/Suggested Works to be Familiar With Mozart: Symphony 40, Eine Kleine Nachtmusik Sousa: Stars and Stripes Forever, Semper Fidelis Beethoven: 5 th Symphony, 9 th Symphony, Moonlight Sonata Stephen Foster: Camptown Races, Oh! Susanna Joplin: The Entertainer, Maple Leaf Rag George Gershwin: Rhapsody in Blue Leonard Bernstein: West Side Story Duke Ellington: It Don t Mean a Thing, Take the A Train* Ella Fitzgerald: Someone to Watch Over Me Handel: Messiah Haydn: Surprise Symphony, The Creation Grieg: In The Hall of The Mountain King, Peer Gynt *Composed by Billy Strayhorn, made popular and frequently performed by Ellington
9 Copyright Law Visit http://divisionoflifeskills.dadeschools.net/asp/mu_resources.asp for instructional resources.