usic odel ornerstone ssessment rtistic rocess: erforming 2nd rade eneral usic pdated eptember, 2016 eneral usic, rade erforming, age 1
ntent of the odel ornerstone ssessments TT odel ornerstone ssessments (s) in music are tasks that provide formative and summative means to measure student achievement of performance standards in the ational ore usic tandards. ach focuses primarily on one rtistic rocess (i.e., reating, erforming, or esponding), and is designed as a series of curriculum-embedded assessment tasks, each of which measures students ability to carry out one or more process components. Because these s are still in development, for this pilot it is important for music teachers to follow all written guidelines so researchers can: evaluate and refine those guidelines; identify the extent to which the content and context of each assessment can be integrated into individual teachers curriculum; and ultimately compare achievement levels in the student work generated during piloting. lthough each is designed so that it can be administered within one instructional sequence or unit, teachers may choose to spread the component parts of one across multiple units or projects. tudent work produced by these s will be selected as benchmarks to illustrate the level of achievement envisioned in the ational ore usic tandards. ommon nchor #4: nduring nderstandings ssential Question(s) ommon nchor #5: nduring nderstanding ssential Question(s) ommon nchor #6: nduring nderstanding ssential Question(s) elect varied musical works to present based on interest, knowledge, technical skill, and context erformers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. nalyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance. erformers make interpretive decisions based on their understanding of context and expressive intent. How do performers select repertoire? How does understanding the structure and context of musical works inform performance? How do performers interpret musical works? valuate and refine personal and ensemble performances, individually or in collaboration with others To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. How do musicians improve the quality of their creative work? erform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context usicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influences the audience response. When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? sing the document s are presented at key grades and each strand for each of the three artistic process. This document is available in a.pdf format with links for easy navigation within the document and to external links for.doc versions of worksheets. The next page provides the assessment description with links to a detailed description of the assessment. eneral description of the ssessment Task n this, students will demonstrate their ability to identify the purpose of three music pieces; and prepare, perform, and record one of these pieces using appropriate vocal technique, performance accuracy, and expression (interpretation). tudents will also self assess their own performances, evaluating starting pitch, singing voice, pitch, steady beat, and rhythm; and indentifying one area that needs improvement. This does not assess students ability to read and perform music using iconic or standard notation. or the pilot, categories and specific songs are provided, but for administration in your school beyond the pilot, you may use the assessment measure with your own curriculum stimated time for Teaching and ssessment This assessment is embedded in the instruction and require students to have experience in the given prerequisite skills. ach student will need three sessions to complete this assessment task. The administration of the assessment can be extended over multiple classes with the teacher deciding how many students will be assessed in each class. dditional time will be needed to administer the optional assessment strategy. n interactive table of contents can be found by opening the bookmarks. pdated eptember, 2016 ssessment verview eneral usic, rade erforming, age 2
T VVW odel ornerstone ssessment, rade eneral usic: erform erforming elect :r4.1.2a emonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections. nalyze :r4.2.2a emonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. :r4.2.2a emonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance. :r4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation. nterpret :r4.3.2a emonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent. ehearse, valuate, efine :r5.1.2a pply established criteria to judge the accuracy, expressiveness, and effectiveness of performances. :r5.1.2b ehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music. resent :r6.1.2a erform music for a specific purpose with expression and technical accuracy. pdated :r6.1.2b eptember, erform 2016 appropriately for the audience and purpose. erforming a ong with ppropriate xpressive Qualities ssessment trategy 1 Teacher will select three songs that are associated with different purposes (game song, dance, lullaby). They will then ask students to identify the purpose of each of these songs using the usic election ctivity heet. (These songs can be drawn from the music studied in class) ssessment trategy 2 The teacher will either select or guide the students to select one of the songs from ssessment trategy 1 to perform accurately and expressively. Teacher will record individual student performances. ssessment trategy 3 The teacher will play back the recording of each student s performance (ndividually or in class). tudents will be asked to complete the inging elf- ssessment ctivity while listening to their own recording. The teacher will score the student s recorded performance using the inging erformance coring orm and compare the accuracy of student s response with teacher s score using the ccuracy coring uide. ssessment trategy 4 Teacher will share his/her feedback with the student about their performance and responses and provide opportunities for students to listen to their own recorded performance and practice for another performance. fter student practices, the teacher will record the individual student s final performance in class. The teacher will score the student performance using the inging erformance coring orm. eneral usic, rade erforming, age 3
odel ornerstone ssessment rerequisite Knowledge and kills xperience singing songs that are appropriate for a variety of purposes. Have experienced styles of music that are appropriate for certain purposes. ble to identify characteristics of songs associated with various purposes. Have learned and sung the selected songs for this assessment. Teacher reparation ssessment nvironment etup elect songs for students to sing that are appropriate for different purposes (e.g., game songs, lullabies, dance songs, etc.). These selections should be drawn from the provided ong ist. o ame ong: rizzly Bear (recording) o ame ong: reat Big House (recording) o ame ong: Button You ust Wander (recording) o ance ong: our n Boat (recording) o ance ong: ocky ountain (recording) o ullaby: irefly o ullaby: Hush, ittle Baby (recording) rint the music of these songs from this document. rint the usic election Worksheet. usic election ctivity owerpoint Template is also available for use. ake sure that the sound systems are in working order to play the songs. The etup will vary based on how the recordings are being played. Begin the class by ssessment trategy 1 (elect) :r4.1.2a and :r4.3.2a handing out the provided or the teacher-customized the usic election Worksheet, telling the students that they will be listening to three songs and completing the usic election ctivity using the answer sheets, and reviewing identifying characteristics of the song types they have learned in class before and explaining how to complete the usic election Worksheet. ssessment When the students are ready, play the recording of each individual song while the students complete the usic election ctivity. collect the answer-sheets and record the total score for individual students. ssessment verview eneral usic, rade erforming, age 4
odel ornerstone ssessment usic election Worksheet ame: ate: ong 1: isten to the song, and answer the question. What type of song is this?. ame song B. ance song. ullaby ong 2: isten to the song, and answer the question. What type of song is this?. ame song B. ance song. ullaby ong 3: isten to the song, and answer the question. What type of song is this?. ame song B. ance song. ullaby ssessment verview eneral usic, rade erforming, age 5
odel ornerstone ssessment rerequisite kills and Knowledge xperience singing a variety of songs that are appropriate for a variety of purposes. Be comfortable singing alone in class. olo singing is a regular part of instruction. ble to sing on pitch. ble to accurately maintain tonality. ble to maintain a steady beat. ble to use singing voice. ble to sing expressively by imitating quality performances. Be comfortable singing into a recording device. (ecording of students is embedded in instruction) Teacher reparation ssessment nvironment etup ssessment ssessment trategy 2 (nalyze and nterpret) :r6.1.2a repare a student roster (based on seating chart) with names and/or numbers. hoose or allow individual students to choose one of the three songs to sing for the class. rerecord singing prompts for each song chosen for ssessment trategy 1 that the students will sing (e.g., establish the tonality and give the starting pitch) repare a recording device. etup a device to play the singing prompt and a recording device in such a way that it is close enough to the recording device to ensure volume balance between prompts and student performance. Begin the class by explaining to the students that they will: sing their chosen song while being recorded, hear their names (or numbers) first and then sing after the prerecorded singing prompts. et up for group administration: repare to record individual students one after another for the whole class, and create a list indicating the student seating order. Then the teacher will: review appropriate performance behavior for a performer and an audience member, show and explain the criteria for scoring the performance, lead the class with a vocal warm-up, lead the class through the song that students will be performing using the prompts.. fter the students have practiced, the teacher will: organize the students seating (in a circle or based on a chart) and ask individual students to sing their songs into the recording device after hearing the singing prompt. score individual student performances using the inging erformance coring orm or the alternate form. ssessment verview eneral usic, rade erforming, age 6
odel ornerstone ssessment tudent ame: tarting itch merging 1 id not begin on the correct pitch inging erformance coring evice pproaches tandard 2 Began on the correct pitch (within one half step) ong Title: eets tandard 3 Began on the correct pitch xceeds tandard 4 ses speaking voice inging Voice* only ntonation/itch** o accurate pitches Tempo is Tempo inconsistent ses singing voice some of the time itch accuracy was inconsistent Tempo is mostly consistent, but contains errors that detract from the overall performance hythm is accurate, but ses singing voice most of the time itches are mostly accurate, but contains errors that detract from the overall performance Tempo is generally consistent. ny errors do not detract from the overall performance hythm is generally ses singing voice throughout itches are accurate without error Tempo is accurate throughout hythm hythm is inaccurate contains errors that detract from the overall performance accurate. ny errors do not detract from the overall performance. hythm is accurate throughout Tonal enter id not maintain a tonal center Tonal center was inconsistent enerally maintained a tonal center (within one half step) aintained tonal center throughout xpressive Quality*** tudent did not perform with expressive quality tudent performed with expressive quality some of the time tudent performed with expressive quality most of the time tudent performed with exceptional expressive quality * inging voice exhibits use of extended singing range (sings in head voice above the register lift: usually B b and above.) ** The accurate pitches for the ntonation/itch criterion are rated based on student s established tonal center or the pitch the students started. ***xpressive quality may include dynamics, phrasing, articulation, word emphasis and diction (when appropriate). ssessment verview eneral usic, rade erforming, age 7
odel ornerstone ssessment rerequisite Knowledge and kills Teacher reparation ssessment nvironment etup ssessment ssessment trategy 3 (ehearse and efine) ble to analyze music by demonstrating an understanding of some of the elements of music (e.g., high/low, fast/slow, loud/soft) ble to identify qualities of effective singing. ble to verbally explain (using word bank or checklists) and indicate how performance can be improved. :r5.1.2a repare music device to play back student performances. eview the inging elf-ssessment ctivity sheet and be familiar with all the areas that students will be responding to on the sheet. Begin the class by handing out the inging elf-ssessment ctivity sheets to students and pencils explaining to the students that they will listen to their recorded presentation and complete the inging elf-ssessment ctivity. et up for group administration: repare to play recordings of individual students one after another for the whole class, and create a list indicating the order of student performances in the recording. Then the teacher will go through or explain how to complete the inging elf-ssessment ctivity sheet. fter all students are ready, the teacher will play the recordings of the students in class and have individual students complete the inging elf-ssessment ctivity worksheet after they listen to their own presentations. Then the teacher will collect the activity worksheets and record student s 2nd performance rating on another inging erformance coring evice compare the accuracy of student s scores on the activity sheets with teacher s first ratings of their performances using the ccuracy coring uide. ote: an xcel scoring sheet is available for download to compute the accuracy score of this activity and record the student performance scores. ccuracy coring uide The student is awarded one point for each criteria when his/her elf-ssessment ratings matches the teacher s rating. o points are awarded if the teacher s rating and student s rating do not match. ee chart below. Teacher ating tudent ating ccuracy oint merging (1) o () = 1 pproaches tandard (2) ometimes () = 1 eets tandard (3) or xceeds tandard (4) Yes (Y) = 1 ssessment verview eneral usic, rade erforming, age 8
odel ornerstone ssessment inging elf-ssessment ctivity tudent ame: ong Title: nstruction: ircle one answer for each sentence. 1. started on the right pitch. Yes o 2. used my singing voice. Yes o ometimes 3. sang the right pitches. Yes o ometimes 4. kept a steady beat. Yes o ometimes 5. y rhythm was correct. Yes o ometimes ircle one thing below that you want to work on. 6. To get better, need to work on matching pitch keeping a steady beat singing the correct rhythm singing voice starting on the right pitch ssessment verview eneral usic, rade erforming, age 9
odel ornerstone ssessment :r5.1.2b and :r6.1.2b rerequisite kills and Knowledge Teacher reparation ssessment nvironment etup ssessment ptional ssessment trategy 4 (ehearse, valuate, efine and resent) xperience singing a variety of songs that are appropriate for a variety of purposes. Be comfortable singing alone in class. olo singing is a regular part of instruction. ble to sing on correct pitch. ble to maintain correct tonality. ble to maintain a steady beat. se singing voice. ble to sing expressively by imitating high-quality performances (e.g., teacher). Be comfortable singing into a recording device. ecording of students in embedded in instruction. xperience applying strategies to address performance challenges. repare student roster with names and numbers repare recording device(s) for recording student performances. ompile students scores from previous performance, including their inging elf-ssessment ctivity sheet for individual students. Begin the class by explaining to the students that they will look at the scores and feedback from their previous performances, have time to discuss the scores and feedback with the teacher, sing their chosen song again while being recorded, hear their names (or numbers) first and then they will sing after the prerecorded singing prompts. Then the teacher will hand out the inging elf-ssessment ctivity sheets, teachers inging erformance forms, and feedback to individual students, allow students time to read through the feedback and ask questions if necessary, review appropriate performance behavior for a performer and an audience member, show and explain, the criteria for scoring the performance, lead the class through the song that students will be performing using the prompts. ote: llow students to practice in small groups if time permits. fter the students practiced, the teacher will organize the student s seating (in a circle or based on a chart) and ask individuals to sing their songs into the recording device after hearing the singing prompt. score individual student performances using the inging erformance coring orm from ssessment trategy 2 or the lternative orm on the next page. record the student 2nd performing score along with all the other performance scores (you may use the available excel spreadsheet to record all the scores). ssessment verview eneral usic, rade erforming, age 10
odel ornerstone ssessment inging erformance coring orm (lternate) tudent ame: tarting itch inging Voice* ntonation/itch** Tempo hythm Tonal enter xpressive Quality*** 1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 id not begin on correct pitch. Began on correct pitch (within one half-step). Began on the correct pitch. ses speaking voice only. ses singing voice some of the time. ses singing voice most of the time. ses singing voice throughout. o accurate pitches. itch accuracy was inconsistent. ong Title: itches are mostly accurate, but contains errors that detract from the overall performance. itches are accurate without error. Tempo is inconsistent. Tempo is mostly consistent, but contains errors that detract from the overall performance. Tempo is generally consistent. ny errors do not detract from the overall performance. Tempo is accurate throughout. hythm is inaccurate. hythm is accurate, but contains errors that detract from the overall performance. hythm is generally accurate. ny errors do not detract from the overall performance. hythm is accurate throughout. id not maintain a tonal center. Tonal center was inconsistent. enerally maintained a tonal center (within one half step). aintained tonal center throughout. tudent did not perform with expressive quality tudent performed with expressive quality some of the time. tudent performed with expressive quality most of the time. 4 tudent performed with exceptional expressive quality. * inging voice exhibits use of extended singing range (sings in head voice above the register lift: usually B b and above.) ** The accurate pitches for the ntonation/itch criterion are rated based on student s established tonal center or the pitch the students started. ***xpressive quality may include dynamics, phrasing, articulation, word emphasis and diction (when appropriate). ssessment verview eneral usic, rade erforming, age 11
odel ornerstone ssessment ong ist The list of songs are not intended to imply curriculum; however, for the pilot they are intended to enhance assessment reliability and validity. ong Type ame ong ance ong ullaby 1 rizzly Bear our n Boat irefly reat Big House 2 Button you must wander ocky ountain Hush, little baby T: elect one song from each song type (game song, dance song, and lullaby) for the assessment, a total of three songs. To prepare for the assessment, students must have learned the purpose of the songs and have sung the songs in class before. The sheet music for each song is included at the end of this document. ame and dance options are also available. tudents are only required to sing the first verse of a song. ssessment verview eneral usic, rade erforming, age 12
odel ornerstone ssessment ame ong f you wake him, if you shake him, he gets ve - ry mad? T: 1. tudents sit in a circle on the floor. 2. ne student sits in the middle with his/her eyes closed while other students sing song and patsch the beat. 3. n the last word of the song, mad, students freeze, the student in the middle opens eyes and look for students who are moving. f the student in the middle catches someone moving, they are out. 4. Then the student in the middle closes his eyes, spins around, and point at another student to be the rizzly Bear. ssessment verview eneral usic, rade erforming, age 13
odel ornerstone ssessment ame ong ssessment verview eneral usic, rade erforming, age 14
odel ornerstone ssessment ame ong T: sing a single button, one student is surrounded by the class in a circle. The center student closes his/her eyes as the class sings the tune while passing the button to student on their right, using a steady beat. t the end of the song all students place their hands behind their backs as if hiding the button. The center student has three chances to pick who has the button. f chosen, the student with the button takes the place of the student in the middle of the circle. ssessment verview eneral usic, rade erforming, age 15
odel ornerstone ssessment ance ong T: Verse 1: tudents in big circle walk in one direction while the students in small circle walk in the other direction. ll will stand still and clap the rhythm or beat on et me a pretty one by and by. Verse 2: ach student in the small circle invites one student from the big circle to join the small circle. epeat the dance from the first verse. Verse 3: tudents in the big circle join hands and move in one direction, clapping on the et me a pretty one by and by. tudents in the small circle join hands and pretend that they cannot move or are stuck. The original four students then swing the arms of the four students and the four new students join the big circle. ssessment verview eneral usic, rade erforming, age 16
odel ornerstone ssessment ance ong T: tudents stand in a circle to sing the song. (The steps are written in brackets in the music above) 1. Walk 8 steps into the circle. 2. Walk 8 steps back. 3. lap 4 times and turn around. 4. lap 4 times and turn around. ssessment verview eneral usic, rade erforming, age 17
odel ornerstone ssessment ullaby rom the folk song collection of orri. Bova ullaby ssessment verview eneral usic, rade erforming, age 18