Assessing Vocals in Junior Grades - EMC Notes · Assessing Vocals in Junior Grades Singing is an...
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Assessing Vocals in Junior Grades Singing is an important part of music education and as such should be incremental with respect to its teaching. Although technique does play a more important role in the junior grades it is important that it does not detract from the child’s enjoyment of singing. It is important to remember that a holistic approach to music education deals as much with the aesthetic and spiritual development of the individual as it does with the cognitive. When assessing singing in the junior grades, look for the following: Melody: Melody is defined as the part of the song that is either sung or hummed. It is the whole puzzle; pitch, dynamics and tempo are all pieces of this puzzle. When assessing the child’s ability to sing melodically, use the melody provided on the CD as a guide. The child should be able to sing along in a pleasing fashion. Pitch: Pitch deals with highness and lowness of sound. This can be assessed by listening to how accurately the child sings each part of the melody (i.e. how closely it resembles what is heard on the CD). Dynamics: Dynamics deals with the ability of the student to sing softly or loudly at the appropriate places. Once again this is another piece of the whole puzzle. Use the CD as a guide. The important thing to remember is that both the loud and soft voice must remain pleasing and recognizable. Whispering and yelling are not acceptable. Tempo: Tempo deals with the speed of the song (i.e. fast or slow). This is the fourth part of the puzzle. When the student sings, s/he should be singing in time with the accompaniment provided on the CD. Tone: Tone deals with the quality of the sound. In order to produce a good clear tone both the mouth and throat must remain open (resembling a yawn). To ensure that the throat remains open and relaxed when singing, the child should maintain a wide smile that reveals the teeth. As well, the student should implement correct breathing technique by expanding the diaphragm rather than singing from the throat. Check to see that the shoulders are not lifting as the child takes a breath. As a visual during assessment, have the students place their hands over their stomachs. If correct breathing technique is taking place the students’ hands should move out while inhaling and in as breath is released.
Transcript of Assessing Vocals in Junior Grades - EMC Notes · Assessing Vocals in Junior Grades Singing is an...
Assessing Vocals in Junior Grades
Singing is an important part of music education and as such should be incremental withrespect to its teaching. Although technique does play a more important role in the junior gradesit is important that it does not detract from the child’s enjoyment of singing. It is important toremember that a holistic approach to music education deals as much with the aesthetic andspiritual development of the individual as it does with the cognitive. When assessing singing inthe junior grades, look for the following:
Melody: Melody is defined as the part of the song that is either sung or hummed. It is the whole puzzle; pitch, dynamics and tempo are all pieces of this puzzle. When assessing the child’s ability to sing melodically, use the melody provided on the CD as a guide. The child should be able to sing along in a pleasing fashion.
Pitch: Pitch deals with highness and lowness of sound. This can be assessed by listening to how accurately the child sings each part of the melody (i.e. how closely it resembles what is heard on the CD).
Dynamics: Dynamics deals with the ability of the student to sing softly or loudly at the appropriate places. Once again this is another piece of the whole puzzle. Use the CD as a guide. The important thing to remember is that both the loud and soft voice must remain pleasing and recognizable. Whispering and yelling are not acceptable.
Tempo: Tempo deals with the speed of the song (i.e. fast or slow). This is the fourth part of the puzzle. When the student sings, s/he should be singing in time with the accompaniment provided on the CD.
Tone: Tone deals with the quality of the sound. In order to produce a good clear tone both the mouth and throat must remain open (resembling a yawn). To ensure that the throat remains open and relaxed when singing, the child should maintaina wide smile that reveals the teeth. As well, the student should implement correct breathing technique by expanding the diaphragm rather than singing from the throat. Check to see that the shoulders are not lifting as the child takes a breath. As a visual during assessment, have the students place their hands over their stomachs. If correct breathing technique is taking place the students’ hands should move out while inhaling and in as breath is released.
Program Rubrics
The following appendices have been included to assist teachers in bothassessment and evaluation. These rubrics may be used as a form ofsummative assessment prior to reporting periods, as a guide to assist withformative assessment, or as a means of deriving evaluation strategies.Should the teacher choose, s/he may also assign numerical or letter gradevalues to each of the levels in order to create an annotated marking guidethat s/he may use for evaluation. Rubrics may be used in whole, in part,or combined.
Program Rubrics
APPENDICES FOR GRADE 6A
Lesson / Rubric Correlation Chart
LESSONS RUBRICS
Lesson 5 Vocal Assessment Rubric
Lesson 6 Vocal Assessment Rubric
Lesson 7 Identifying Instruments by Sight and Sound Rubric (Tone Colour Worksheets 1&2)
Rubric
Melody
Pitch
Time
Dynamics
Student isexperiencingdifficulty discerningmelody. S/he rarelysings melodyaccurately.
Student isexperiencing difficul-ty discerning pitch.S/he rarely sings inpitch with theaccompaniment.
Student isexperiencingdifficulty discerningtime. S/he rarelysings in time with theaccompaniment.
Student isexperiencing difficul-ty discerningdynamics. S/herarely sings usinga soft and a loudvoice appropriately.
Student is achievingexpectation belowgrade level. S/hesometimes sings themelody correctly.
Student is achievingexpectation belowgrade level. S/hesometimes sings inpitch with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes sings intime with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes singsusing a soft anda loud voiceappropriately.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings themelody correctly.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings inpitch with theaccompaniment.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings intime with theaccompaniment.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings usinga soft and a loudvoice appropriately.
Student hasmastered theexpectation ofconsistently singingthe melody correctly.
Student hasmastered theexpectation ofconsistently singingin pitch with theaccompaniment.
Student hasmastered theexpectation ofconsistently singingin time with theaccompaniment.
Student hasmastered theexpectation ofconsistently using asoft and a loud voiceappropriately whensinging.
Vocal Assessment Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
IdentifyingInstruments byname.
IdentifyingInstruments bysound.
Understandingphysicalcharacteristics ofinstruments.
Identifying tonecolour.
Student isexperiencingdifficulty identifyinginstruments byname.
Student isexperiencingdifficulty identifyinginstruments bysound.
Student isexperiencingdifficulty under-standing the physicalcharacteristics ofinstruments.
Student isexperiencingdifficulty with tonecolour. S/he isexperiencingdifficultydistinguishingbetween instrumentsheard in anensemble setting.
Student is achievingexpectation belowgrade level. S/hesometimes identifiesinstruments correctlyby name.
Student is achievingexpectation belowgrade level. S/hesometimes identifiesinstruments correctlyby sound.
Student is achievingexpectation belowgrade level. S/he cansometimes draw ordescribe instrumentss/he hears.
Student is achievingexpectation belowgrade level. S/hecan sometimesdistinguish, withsome accuracy,instruments heard inan ensemble setting.
Student is achievingexpectationwith a good level ofcompetency.S/he usuallyidentifies instrumentsby correctly name.
Student is achievingexpectationwith a good level ofcompetency.S/he usuallyidentifies instrumentscorrectly by sound.
Student is achievingexpectationwith a good level ofcompetency.S/he can usuallydraw or describeinstruments s/hehears.
Student is achievingexpectationwith a good level ofcompetency.S/he can usuallydistinguish,with accuracy,instruments heard inan ensemble setting.
Student hasmastered theexpectation ofconsistentlyidentifyinginstruments bycorrectly name.
Student hasmastered theexpectation ofconsistentlyidentifyinginstruments correctlyby sound.
Student hasmastered theexpectation ofconsistently drawingor describinginstruments s/hehears with accuracy.
Student hasmastered theexpectation ofconsistentlydistinguishing, withexcellent accuracy,instruments heard inan ensemble setting.
Identifying Instruments by Sight and Sound (Tone) Rubric
Level 1 Level 2 Level 3 Level 4
Pragram Rubrics
APPENDICES FOR GRADE 6B
Lesson / Rubric Correlation Chart
LESSONS RUBRICS
Lesson 1-3 Conducting Rubric
Lesson 4 Creating Songs by Using Musical Elements RubricGroup Assignment RubricPerformance RubricVocal Assessment
Lesson 5 Music Assignment Rubric (Jingle Sheet)Creating Songs by Using Musical Elements RubricPerformance RubricVocal AssessmentGroup Assignment Rubric
Lesson 6 Music Assignment Rubric (Jingle Sheet)Creating Songs by Using Musical Elements RubricPerformance RubricVocal AssessmentGroup Assignment Rubric
Lesson 7 Associating Mood with Music Rubric Music Assignment Rubric (“Canon in D Major” Worksheets 1 & 2)
Lesson 8 Associating Mood with Music RubricMusic Assignment Rubric (“Andantino in E ” Worksheets 1 & 2)
Lesson 9 Written Assignment Rubric (Instruments Assignment Sheet)
Rubric
Metre
Patterns
Downbeat
Upbeat
Performing
Student isexperiencingdifficulty discerningmetre. S/he rarelyidentifies metrecorrectly(i.e. 2/4, 3/4, 4/4).
Student isexperiencingdifficulty discerningbetween conductingpatterns. S/he rarelyuses the correctpattern whenconducting.
Student isexperiencingdifficulty locating thedownbeat. S/herarely places thedownbeat on the firstbeat of the measure.
Student isexperiencing difficul-ty discerning upbeat.S/he rarely placesthe upbeat on thecorrect beat of themeasure (beat 2 for2/4 time; beat 3 for3/4 time; beat 4 for4/4 time).
Student isexperiencingdifficulty performing.S/he rarely performsconducting patternssmoothly.
Student is achievingexpectation belowgrade level. S/hesometimes identifiesmetre correctly(i.e. 2/4, 3/4, 4/4).
Student is achievingexpectation belowgrade level. S/hesometimes uses thecorrect pattern whenconducting.
Student is achievingexpectation belowgrade level. S/hesometimes placesthe downbeat on thefirst beat of themeasure.
Student is achievingexpectation belowgrade level. S/hesometimes placesthe upbeat on thecorrect beat of themeasure (beat 2 for2/4 time; beat 3 for3/4 time; beat 4 for4/4 time).
Student is achievingexpectation belowgrade level. S/hesometimes performsconducting patternssmoothly.
Student is achievingexpectation witha good level ofcompetency. S/heusually identifiesmetre correctly(i.e. 2/4, 3/4, 4/4).
Student is achievingexpectation witha good level ofcompetency. S/heusually uses thecorrect pattern whenconducting.
Student is achievingexpectation witha good level ofcompetency. S/heusually places thedownbeat on the firstbeat of the measure.
Student is achievingexpectation witha good level ofcompetency. S/heusually placesthe upbeat on thecorrect beat of themeasure (beat 2 for2/4 time; beat 3 for3/4 time; beat 4 for4/4 time).
Student is achievingexpectation witha good level ofcompetency. S/heusually performsconducting patternssmoothly.
Student hasmastered theexpectation ofconsistentlyidentifying metrecorrectly(i.e. 2/4, 3/4, 4/4).
Student hasmastered theexpectation ofconsistently usingthe correct patternwhen conducting.
Student hasmastered theexpectation ofconsistently placingthe downbeat on thefirst beat of themeasure.
Student hasmastered theexpectation ofconsistently placingthe upbeat on thecorrect beat of themeasure (beat 2 for2/4 time; beat 3 for3/4 time; beat 4 for4/4 time).
Student hasmastered theexpectation ofconsistentlyperformingconducting patternssmoothly.
Conducting Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Dynamics
Tempo
Pitch
Rhythm
Mood
Melody
Student isexperiencingdifficulty discerningdynamics. S/herarely implementsthe use of dynamicsaccurately.
Student isexperiencingdifficulty discerningtempo. S/he rarelyimplements the useof tempo accurately.
Student isexperiencingdifficulty discerningpitch. S/he rarelyimplements the useof pitch accurately.
Student isexperiencingdifficulty discerningrhythm. S/he rarelyimplements the useof rhythm accurately.
Student isexperiencingdifficulty discerningmood. S/he rarelyimplements the useof mood accurately.
Student isexperiencingdifficulty discerningmelody. S/he rarelyimplements the useof melody accurately.
Student is achievingexpectationbelow grade level.S/he sometimesimplements theuse of dynamicsaccurately.
Student is achievingexpectationbelow grade level.S/he sometimesimplements the useof tempo accurately.
Student is achievingexpectationbelow grade level.S/he sometimesimplements the useof pitch accurately.
Student is achievingexpectationbelow grade level.S/he sometimesimplements the useof rhythm accurately.
Student is achievingexpectationbelow grade level.S/he sometimesimplements the useof mood accurately.
Student is achievingexpectationbelow grade level.S/he sometimesimplements the useof melody accurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually implementsthe use of dynamicsaccurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually implementsthe use of tempoaccurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually implementsthe use of pitchaccurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually implementsthe use of rhythmaccurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually implementsthe use of moodaccurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually implementsthe use of melodyaccurately.
Student hasmastered theexpectation ofconsistentlyimplementingthe use of dynamicsaccurately.
Student hasmastered theexpectation ofconsistentlyimplementingthe use of tempoaccurately.
Student hasmastered theexpectation ofconsistentlyimplementingthe use of pitchaccurately.
Student hasmastered theexpectation ofconsistentlyimplementingthe use of rhythmaccurately.
Student hasmastered theexpectation ofconsistentlyimplementingthe use of moodaccurately.
Student hasmastered theexpectation ofconsistentlyimplementingthe use of melodyaccurately.
Creating Songs Using Musical Elements Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Completion ofAssignment
Cooperation withina Group Setting
Use of Time on Task
Use of MusicalElements
Presentation
Originality
Group isexperiencingdifficulty completingassigned tasks.Assignments areincomplete and lackdetail.
Group isexperiencingdifficultycollaborating ideas.
Group isexperiencingdifficulty focussingon assigned task.
Group isexperiencingdifficultyincorporating the useof musical elementssuch as tone,dynamics, melody,tempo, pitch, andmood in their work.
Group isexperiencingdifficulty withpresentation.Presentation isunrehearsed andfragmented.
Presentations lackoriginality.
Group is achievingexpectation belowgrade level.Assignments aresometimes complete.
Group is achievingexpectation belowgrade level.Group sometimescollaborates.
Group is achievingexpectation belowgrade level.Group is sometimesfocussed on task.
Group is achievingexpectation belowgrade level.Group sometimesincorporates the useof musical elementssuch as tone,dynamics, melody,tempo, pitch, andmood in their work.
Group is achievingexpectationbelow grade level.Presentationlacks rehearsaland performancelacks cohesion.
Presentationsdemonstratemoments oforiginality.
Group is achievingexpectationwith a good level ofcompetency.Assignments areusually complete.
Group is achievingexpectationwith a good level ofcompetency. Groupusually collaborates.
Group is achievingexpectationwith a good level ofcompetency. Groupis usually focussedon task.
Group is achievingexpectationwith a good level ofcompetency. Groupusually incorporatesthe use of musicalelements suchas tone, dynamics,melody, tempo,pitch, and mood intheir work.
Group is achievingexpectationwith a good level ofcompetency.Presentation isusually wellrehearsed andperformance isusually cohesive.
Presentations areusually original.
Group has masteredthe expectationof consistentlycompletingassignments withdetail
Group has masteredthe expectationof consistentlycollaborating in acooperative andproductive manner.
Group has masteredthe expectation ofconsistentlyfocussing on thetask at hand.
Group has masteredthe expectationof consistentlyincorporating the useof musical elementssuch as tone,dynamics, melody,tempo, pitch, andmood in their work.
Group has masteredthe expectation.Presentation iswell rehearsed andflawless.
Presentations arevery creative andoriginal.
Group Assignment Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Melody
Pitch
Time
Dynamics
Student isexperiencingdifficulty discerningmelody. S/he rarelysings melodyaccurately.
Student isexperiencing difficul-ty discerning pitch.S/he rarely sings inpitch with theaccompaniment.
Student isexperiencingdifficulty discerningtime. S/he rarelysings in time with theaccompaniment.
Student isexperiencing difficul-ty discerningdynamics. S/herarely sings usinga soft and a loudvoice appropriately.
Student is achievingexpectation belowgrade level. S/hesometimes sings themelody correctly.
Student is achievingexpectation belowgrade level. S/hesometimes sings inpitch with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes sings intime with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes singsusing a soft anda loud voiceappropriately.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings themelody correctly.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings inpitch with theaccompaniment.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings intime with theaccompaniment.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings usinga soft and a loudvoice appropriately.
Student hasmastered theexpectation ofconsistently singingthe melody correctly.
Student hasmastered theexpectation ofconsistently singingin pitch with theaccompaniment.
Student hasmastered theexpectation ofconsistently singingin time with theaccompaniment.
Student hasmastered theexpectation ofconsistently using asoft and a loud voiceappropriately whensinging.
Vocal Assessment Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Melody
Pitch
Time
Dynamics
Beat
EnsembleMovement
Student isexperiencingdifficulty discerningmelody. S/he rarelysings melodyaccurately.
Student isexperiencingdifficulty discerningpitch. S/he rarelysings in pitch withthe accompaniment.
Student isexperiencingdifficulty discerningtime. S/he rarelysings in time with theaccompaniment.
Student isexperiencingdifficulty discerningdynamics. S/herarely sings using asoft and a loud voiceappropriately.
Student isexperiencingdifficulty discerningbeat. S/he rarelyperforms movementsin time with themusic.
Student isexperiencingdifficulty discerninggroup from soloperformance. S/herarely synchronizesmovements with therest of the group.
Student is achievingexpectation belowgrade level. S/hesometimes singsmelody accurately.
Student is achievingexpectation belowgrade level. S/hesometimes sings inpitch with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes singsin time with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes singsusing a soft anda loud voiceappropriately.
Student is achievingexpectation belowgrade level. S/hesometimes performsmovements in timewith the music.
Student is achievingexpectation belowgrade level. S/hesometimessynchronizesmovements with therest of the group.
Student is achievingexpectation witha good level ofcompetency. S/heusually singsmelody accurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually sings inpitch with theaccompaniment.
Student is achievingexpectation witha good level ofcompetency. S/heusually sings intime with theaccompaniment.
Student is achievingexpectation witha good level ofcompetency. S/heusually sings usinga soft and a loudvoice appropriately.
Student is achievingexpectation witha good level ofcompetency. S/heusually performsmovements in timewith the music.
Student is achievingexpectation witha good level ofcompetency. S/heusually synchronizesmovements with therest of the group.
Student hasmastered theexpectation ofconsistently singingmelody accurately.
Student hasmastered theexpectation ofconsistently singingin pitch with theaccompaniment.
Student hasmastered theexpectation ofconsistently singingin time with theaccompaniment.
Student hasmastered theexpectation ofconsistently using asoft and a loud voiceappropriately whensinging.
Student hasmastered theexpectation ofconsistentlyperformingmovements in timewith the music.
Student hasmastered theexpectation ofconsistentlysynchronizingmovements with therest of the group.
Performance Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Task Completion
Communicating inWritten / VerbalForm
Communicating inPictorial /RepresentationalForm
Student isexperiencing difficul-ty completing taskswith detail and care.Assignments areincomplete.
Student isexperiencingdifficultycommunicating inwritten/verbal form.
Student isexperiencingdifficulty communicatingin pictorial/represen-tational form.
Student is achievingexpectation belowgrade level.Assignments arecomplete andsometimes correctwith respect toanswers provided.
Student is achievingexpectation belowgrade level. Ideasare satisfactorilycommunicatedin written/verbalform.
Student is achievingexpectation. Ideasare satisfactorilycommunicated inpictorial/represen-tational form.
Student is achievingexpectationwith a good level ofcompetency.Assignments arecomplete and usuallycorrect with respectto answers provided.
Student is achievingexpectationwith a good level ofcompetency. Ideasare usually wellcommunicated inwritten/verbal form.
Student is achievingexpectationwith a good level ofcompetency. Ideasare usually wellcommunicated inpictorial/represen-tational form.
Student hasmastered theexpectation.Assignments arecomplete and allanswers given arecorrect, well thoughtout and researched.
Student hasmastered theexpectation. Ideasare consistentlycommunicatedin excellentwritten/verbal form.
Student hasmastered theexpectation. Ideasare consistentlycommunicatedin excellentpictorial/represen-tational form.
Music Assignment Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Task Completion
Body of the work
Mechanics
Creativity
Student isexperiencingdifficulty completingtasks. Assignmentsare incomplete andlack detail.
Student isexperiencingdifficulty respondingto questions.Responses areincorrect and rarelymeet the criteria.
Student isexperiencingdifficulty supportingideas.
Student isexperiencingdifficultycommunicating inwritten/verbal form.
Student isexperiencingdifficulty. Work islacking in creativityand originality.
Student is achievingexpectationbelow grade level.Assignments aresometimes completeand sometimescorrect with respectto answers provided.
Student is achievingexpectationbelow grade level.Responsessometimes meetthe criteria
Student is achievingexpectation belowgrade level. Someideas are supported.
Student is achievingexpectation belowgrade level. Poorgrammar, spellingand punctuationimpede the flow ofideas .
Student is achievingexpectation belowgrade level. Worksometimes demon-strates creative input.
Student is achievingexpectation witha good level of competency.Assignments areusually complete andusually correct withrespect to answersprovided.
Student is achievingexpectation witha good level ofcompetency.Answers are usuallywell constructedand complete.
Student is achievingexpectation witha good level ofcompetency.Ideas are usuallysupported.
Student is achievingexpectation witha good level ofcompetency. Thework exhibits fewerrors in grammar,spelling andpunctuation.
Student is achievingexpectation with agood level of compe-tency. Work is usuallycreative.
Student hasmastered theexpectation of completingassignments byproviding correct and detailedanswers.
Student hasmastered theexpectation byproviding answersthat demonstrateinsight and the abilityto think abstractly.
Student hasmastered theexpectation byproviding answersin which all ideasare supported.
Student hasmastered theexpectation byproviding answersthat demonstrateflawless grammar,spelling andpunctuation.
Student has mas-tered the expectationby providing workthat is both creativeand original.
Written Assignment Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Responding toMusic in PictorialForm
Responding toMusic in WrittenForm
Responding toMusic inRepresentationalForm
Student isexperiencingdifficulty expressinghis/her emotionalresponse to amusical selection inpictorial formsupported by whats/he hears in themusic.
Student is experienc-ing difficulty express-ing his/her emotionalresponse to a musi-cal selection in writ-ten form supportedby what s/he hearsin the music.
Student isexperiencingdifficulty expressinghis/her emotionalresponse to amusical selection inrepresentational formsupported by whats/he hears in themusic.
Student is achievingexpectation belowgrade level. S/he issometimes able tocommunicate aresponse in pictorialform supported bywhat s/he hears inthe music.
Student is achievingexpectation belowgrade level. S/he issometimes able tocommunicate aresponse in writtenform supported bywhat s/he hears inthe music.
Student is achievingexpectation belowgrade level. S/he issometimes ableto communicatea response inrepresentationalform supported bywhat s/he hears inthe music.
Student is achievingexpectationwith a good level ofcompetency. S/he isusually able tocommunicate aresponse in pictorialform supported bywhat s/he hears inthe music.
Student is achievingexpectationwith a good level ofcompetency. S/he isusually able tocommunicate aresponse in writtenform supported bywhat s/he hears inthe music.
Student is achievingexpectationwith a good level ofcompetency. S/he isusually able tocommunicatea response inrepresentationalform supported bywhat s/he hears inthe music.
Student hasmastered theexpectation of consistentlycommunicating anexcellent responsein pictorial formsupported by whats/he hears in themusic.
Student hasmastered theexpectation of consistentlycommunicating anexcellent responsein written formsupported by whats/he hears in themusic.
Student hasmastered theexpectationof consistentlycommunicating anexcellent responsein representationalform supported bywhat s/he hears inthe music.
Associating Mood with Music Rubric
Level 1 Level 2 Level 3 Level 4
Program Rubrics
APPENDICES FOR GRADE 6C
Lesson / Rubric Correlation Chart
LESSONS RUBRICS
Lesson 1 Vocal Assessment RubricPerformance Rubric
Lesson 4 Associating Mood with Music Rubric (Dynamics Homework)Identifying Musical Elements Rubric (Dynamics Homework)
Lesson 5 Music Assignment Rubric
Lesson 6 Identifying Musical Elements Rubric
Lesson 7 Group Assignment Rubric (Tempo Chant)Performance Rubric (Tempo Chant)
Rubric
Melody
Pitch
Time
Dynamics
Student isexperiencingdifficulty discerningmelody. S/he rarelysings melodyaccurately.
Student isexperiencing difficul-ty discerning pitch.S/he rarely sings inpitch with theaccompaniment.
Student isexperiencingdifficulty discerningtime. S/he rarelysings in time with theaccompaniment.
Student isexperiencing difficul-ty discerningdynamics. S/herarely sings usinga soft and a loudvoice appropriately.
Student is achievingexpectation belowgrade level. S/hesometimes sings themelody correctly.
Student is achievingexpectation belowgrade level. S/hesometimes sings inpitch with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes sings intime with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes singsusing a soft anda loud voiceappropriately.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings themelody correctly.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings inpitch with theaccompaniment.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings intime with theaccompaniment.
Student is achievingexpectation with agood level ofcompetency. S/heusually sings usinga soft and a loudvoice appropriately.
Student hasmastered theexpectation ofconsistently singingthe melody correctly.
Student hasmastered theexpectation ofconsistently singingin pitch with theaccompaniment.
Student hasmastered theexpectation ofconsistently singingin time with theaccompaniment.
Student hasmastered theexpectation ofconsistently using asoft and a loud voiceappropriately whensinging.
Vocal Assessment Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Melody
Pitch
Time
Dynamics
Beat
EnsembleMovement
Student isexperiencingdifficulty discerningmelody. S/he rarelysings melodyaccurately.
Student isexperiencingdifficulty discerningpitch. S/he rarelysings in pitch withthe accompaniment.
Student isexperiencingdifficulty discerningtime. S/he rarelysings in time with theaccompaniment.
Student isexperiencingdifficulty discerningdynamics. S/herarely sings using asoft and a loud voiceappropriately.
Student isexperiencingdifficulty discerningbeat. S/he rarelyperforms movementsin time with themusic.
Student isexperiencingdifficulty discerninggroup from soloperformance. S/herarely synchronizesmovements with therest of the group.
Student is achievingexpectation belowgrade level. S/hesometimes singsmelody accurately.
Student is achievingexpectation belowgrade level. S/hesometimes sings inpitch with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes singsin time with theaccompaniment.
Student is achievingexpectation belowgrade level. S/hesometimes singsusing a soft anda loud voiceappropriately.
Student is achievingexpectation belowgrade level. S/hesometimes performsmovements in timewith the music.
Student is achievingexpectation belowgrade level. S/hesometimessynchronizesmovements with therest of the group.
Student is achievingexpectation witha good level ofcompetency. S/heusually singsmelody accurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually sings inpitch with theaccompaniment.
Student is achievingexpectation witha good level ofcompetency. S/heusually sings intime with theaccompaniment.
Student is achievingexpectation witha good level ofcompetency. S/heusually sings usinga soft and a loudvoice appropriately.
Student is achievingexpectation witha good level ofcompetency. S/heusually performsmovements in timewith the music.
Student is achievingexpectation witha good level ofcompetency. S/heusually synchronizesmovements with therest of the group.
Student hasmastered theexpectation ofconsistently singingmelody accurately.
Student hasmastered theexpectation ofconsistently singingin pitch with theaccompaniment.
Student hasmastered theexpectation ofconsistently singingin time with theaccompaniment.
Student hasmastered theexpectation ofconsistently using asoft and a loud voiceappropriately whensinging.
Student hasmastered theexpectation ofconsistentlyperformingmovements in timewith the music.
Student hasmastered theexpectation ofconsistentlysynchronizingmovements with therest of the group.
Performance Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Responding toMusic in PictorialForm
Responding toMusic in WrittenForm
Responding toMusic inRepresentationalForm
Student isexperiencingdifficulty expressinghis/her emotionalresponse to amusical selection inpictorial formsupported by whats/he hears in themusic.
Student is experienc-ing difficulty express-ing his/her emotionalresponse to a musi-cal selection in writ-ten form supportedby what s/he hearsin the music.
Student isexperiencingdifficulty expressinghis/her emotionalresponse to amusical selection inrepresentational formsupported by whats/he hears in themusic.
Student is achievingexpectation belowgrade level. S/he issometimes able tocommunicate aresponse in pictorialform supported bywhat s/he hears inthe music.
Student is achievingexpectation belowgrade level. S/he issometimes able tocommunicate aresponse in writtenform supported bywhat s/he hears inthe music.
Student is achievingexpectation belowgrade level. S/he issometimes ableto communicatea response inrepresentationalform supported bywhat s/he hears inthe music.
Student is achievingexpectationwith a good level ofcompetency. S/he isusually able tocommunicate aresponse in pictorialform supported bywhat s/he hears inthe music.
Student is achievingexpectationwith a good level ofcompetency. S/he isusually able tocommunicate aresponse in writtenform supported bywhat s/he hears inthe music.
Student is achievingexpectationwith a good level ofcompetency. S/he isusually able tocommunicatea response inrepresentationalform supported bywhat s/he hears inthe music.
Student hasmastered theexpectation of consistentlycommunicating anexcellent responsein pictorial formsupported by whats/he hears in themusic.
Student hasmastered theexpectation of consistentlycommunicating anexcellent responsein written formsupported by whats/he hears in themusic.
Student hasmastered theexpectationof consistentlycommunicating anexcellent responsein representationalform supported bywhat s/he hears inthe music.
Associating Mood with Music Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Dynamics
Tempo
Pitch
Melody
Mood
Student isexperiencingdifficulty discerningdynamics.S/he rarelyidentifies dynamicsaccurately.
Student isexperiencingdifficulty discerningtempo. S/he rarelyidentifies tempoaccurately.
Student isexperiencingdifficulty discerningpitch. S/he rarelyidentifies pitchaccurately.
Student isexperiencingdifficulty discerningmelodic contour.S/he rarely identifiesmelody accurately.
Student isexperiencingdifficulty discerningmood. S/he rarelyidentifies moodaccurately.
Student is achievingexpectation belowgrade level. S/hesometimes identifiesdynamics accurately.
Student is achievingexpectation belowgrade level. S/hesometimes identifiestempo accurately.
Student is achievingexpectation belowgrade level. S/hesometimes identifiespitch accurately.
Student is achievingexpectation belowgrade level. S/hesometimes identifiesmelody accurately
Student is achievingexpectation belowgrade level. S/hesometimes identifiesmood accurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually identifiesdynamics accurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually identifiestempo accurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually identifiespitch accurately.
Student is achievingexpectation witha good level ofcompetency. S/heusually identifiesmelody accurately
Student is achievingexpectation witha good level ofcompetency. S/heusually identifiesmood accurately.
Student hasmastered theexpectation ofconsistentlyidentifying dynamicsaccurately.
Student hasmastered theexpectation ofconsistentlyidentifying tempoaccurately.
Student hasmastered theexpectation ofconsistentlyidentifying pitchaccurately.
Student hasmastered theexpectation ofconsistentlyidentifyingmelodyaccurately
Student hasmastered theexpectation ofconsistentlyidentifying moodaccurately.
Identifying Musical Elements Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Task Completion
Communicating inWritten / VerbalForm
Communicating inPictorial /RepresentationalForm
Student isexperiencing difficul-ty completing taskswith detail and care.Assignments areincomplete.
Student isexperiencingdifficultycommunicating inwritten/verbal form.
Student isexperiencingdifficulty communicatingin pictorial/represen-tational form.
Student is achievingexpectation belowgrade level.Assignments arecomplete andsometimes correctwith respect toanswers provided.
Student is achievingexpectation belowgrade level. Ideasare satisfactorilycommunicatedin written/verbalform.
Student is achievingexpectation. Ideasare satisfactorilycommunicated inpictorial/represen-tational form.
Student is achievingexpectationwith a good level ofcompetency.Assignments arecomplete and usuallycorrect with respectto answers provided.
Student is achievingexpectationwith a good level ofcompetency. Ideasare usually wellcommunicated inwritten/verbal form.
Student is achievingexpectationwith a good level ofcompetency. Ideasare usually wellcommunicated inpictorial/represen-tational form.
Student hasmastered theexpectation.Assignments arecomplete and allanswers given arecorrect, well thoughtout and researched.
Student hasmastered theexpectation. Ideasare consistentlycommunicatedin excellentwritten/verbal form.
Student hasmastered theexpectation. Ideasare consistentlycommunicatedin excellentpictorial/represen-tational form.
Music Assignment Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
Completion ofAssignment
Cooperation withina Group Setting
Use of Time on Task
Use of MusicalElements
Presentation
Originality
Group isexperiencingdifficulty completingassigned tasks.Assignments areincomplete and lackdetail.
Group isexperiencingdifficultycollaborating ideas.
Group isexperiencingdifficulty focussingon assigned task.
Group isexperiencingdifficultyincorporating the useof musical elementssuch as tone,dynamics, melody,tempo, pitch, andmood in their work.
Group isexperiencingdifficulty withpresentation.Presentation isunrehearsed andfragmented.
Presentations lackoriginality.
Group is achievingexpectation belowgrade level.Assignments aresometimes complete.
Group is achievingexpectation belowgrade level.Group sometimescollaborates.
Group is achievingexpectation belowgrade level.Group is sometimesfocussed on task.
Group is achievingexpectation belowgrade level.Group sometimesincorporates the useof musical elementssuch as tone,dynamics, melody,tempo, pitch, andmood in their work.
Group is achievingexpectationbelow grade level.Presentationlacks rehearsaland performancelacks cohesion.
Presentationsdemonstratemoments oforiginality.
Group is achievingexpectationwith a good level ofcompetency.Assignments areusually complete.
Group is achievingexpectationwith a good level ofcompetency. Groupusually collaborates.
Group is achievingexpectationwith a good level ofcompetency. Groupis usually focussedon task.
Group is achievingexpectationwith a good level ofcompetency. Groupusually incorporatesthe use of musicalelements suchas tone, dynamics,melody, tempo,pitch, and mood intheir work.
Group is achievingexpectationwith a good level ofcompetency.Presentation isusually wellrehearsed andperformance isusually cohesive.
Presentations areusually original.
Group has masteredthe expectationof consistentlycompletingassignments withdetail
Group has masteredthe expectationof consistentlycollaborating in acooperative andproductive manner.
Group has masteredthe expectation ofconsistentlyfocussing on thetask at hand.
Group has masteredthe expectationof consistentlyincorporating the useof musical elementssuch as tone,dynamics, melody,tempo, pitch, andmood in their work.
Group has masteredthe expectation.Presentation iswell rehearsed andflawless.
Presentations arevery creative andoriginal.
Group Assignment Rubric
Level 1 Level 2 Level 3 Level 4
