Michigan Arts Education Instructional and Assessment Program Michigan Assessment Consortium MUSIC Assessment Performance Task M.T304 You Be the Judge: Creating and Applying Criteria to Performance Grades 6, 7, and 8 Teacher Booklet Teacher Directions Student Directions Student Worksheets Teacher Scoring Rubrics
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MAEIA Performance Standard(s) Michigan Content Benchmark(s) and GLCE(s) National Core Arts Standard(s) Intended Students Michigan Student Learning Standards Assessed M.MS.R.1 Listen to their own performances as well as those of others and critically analyze and reflect on those performances using developmentally appropriate musical terminology. ART.M.III.MS.4 Develop criteria based on musical knowledge and personal reflections for evaluating the quality and effectiveness of music performances and creations. Apply these criteria as self-evaluation when performing and creating. ART.M.III.6.4 Develop criteria based on musical knowledge ART.M.III.7.4 Develop criteria based on musical knowledge ART.M.III.8.4 Develop criteria based on musical knowledge Sixth-, seventh-, and eighth-grade music students OVERVIEW AND OUTLINE OF THE PERFORMANCE TASK In this assessment, students will develop criteria to evaluate the quality and effectiveness of musical performances. Students will use the created criteria to evaluate a musical work performed by their own ensemble, providing a rationale for their scoring choices. Students will then give suggestions to improve future performances of the piece. This assessment has three parts that should be conducted over the course of three class periods. In Part 1, the teacher will play an audio or video recording of a musical work performed by two different artists or ensembles. Each should be played twice. Students will respond by listing five things they noticed about the piece using musical and performance terminology. The students will conclude Part 1 by writing a review that states which of the two listening examples they would recommend and why. Their review will cite details from the reflection they wrote in the Listening Log. The teacher will score the student work using a provided rubric. In Part 2, students will develop their own criteria to evaluate the quality and effectiveness of musical performances. They will complete a performance rubric template found in the Student Booklet. Students will use their self-created rubrics to evaluate a musical 2
performance. Part 2 will conclude as the class reflects on the criteria that the students chose and how it impacted their ratings. In Part 3, the teacher will record the class performing a musical work. Students will listen to an audio playback of their ensemble and rate their performance using their self-created rubric. Students will provide a rationale for their ratings, citing details they heard during the playback. Part 3 will conclude as students provide praises and suggestions that will improve the quality of future performances. SUGGESTED TOTAL TIME This assessment has three parts to it. The assessment should take 150 minutes to complete, as shown below: o Part 1 Listen and Analyze (Day 1, 50 minutes) o Part 2 Rubric Creation (Day 2, 50 minutes) o Part 3 Perform, Score, and Improve (Day 3, 50 minutes) LIST OF REQUIRED MATERIALS The materials required for this assessment are: o Student Booklets o Pens or pencils o Hard writing surfaces o Whiteboard and marker or digital whiteboard o Two audio or video recordings of a musical work performed by two different artists or ensembles (Part 1). Teacher-selected work can be one that students are familiar with from class or another piece that is developmentally appropriate and connects with current content being studied and should demonstrate a range of performance quality ranging from poor or mediocre to exemplary. Each should be no more than 2-3 minutes in length. o Audio or video recording of a teacher-selected musical work for Part 2 o Printed copies or digitally projected copy of music currently being studied in class to be used in performance for Part 3 (e.g., sheet music, an overhead transparency of music, image of music on a digital whiteboard) o Assigned instruments if the assessment is used in a band or orchestral classroom o In a vocal music classroom, instruments or an audio recording of instruments may be used as an accompaniment. Examples may include piano, Orff instruments, percussion instruments, a CD, a digital file or an Internet link containing recorded accompaniment, etc. These materials are not necessary if students will be performing a cappella. o In a general music classroom, instruments used for performance and/or accompaniment, a CD, a digital file, or an Internet link containing recorded accompaniment may be needed. o Audio- or video-recording and playback equipment ASSESSMENT SETUP This assessment should take place in a classroom space that comfortably accommodates the number of students participating (considering physical space and sound proofing). 3
Prior to the beginning of class, the teacher should prepare the listening examples and set up the audio-playback and audio- or video-recording equipment. The teacher should also prepare music to be used in performance. Examples may include sheet music from student music folders, teacher-printed music or digital or projected copies and accompanying equipment. The music selected should be developmentally appropriate for the group being assessed. Please refer to the Michigan Student Learning Standards to guide repertoire selection, noting GLCEs for grades 6, 7, and 8. The teacher may choose to use an excerpt or an entire piece, depending on the needs of the ensemble. 4