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Step by Step: Standards-Based Assessmentin General Music

Jill K. Andersonandersjk@uwm.edu

Laurie Calbaumcalbauml@swallowschool.org

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“Understanding by Design”

Three Stages:1. Desired Results2. Assessment Evidence3. Learning Plan

Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD

2016 Catholic Educators Convention Milwaukee Understanding by Design 1-Page Unit Template

Stage One--Desired Results Grade Level: Established Goals: Standard: http://nationalartsstandards.org/sites/default/files/Music%20at%20a%20Glance%20rev%203-5-15.pdf

Understandings: Students will understand that…

Essential Question:

Students will know…

Students will be able to…

Stage Two—Assessment Evidence Performance Tasks:

Other Evidence:

Stage Three—Learning Plan Learning Activities:

Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD

2016 Catholic Educators Convention MilwaukeeUnderstanding by Design 1-Page Unit Template

Stage One--Desired ResultsGrade Level: 4th or 5th

Established Goals:Standard: NCAS Music, Performing, Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question: How does understanding the structure and context of musical works inform performance? Performance Standard: 5th grade (MU:Pr4.2.5): a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony ) in music selected for performance. http://nationalartsstandards.org/sites/default/files/Music%20at%20a%20Glance%20rev%203-5-15.pdfUnderstandings:Students will understand that…Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Conceptual Understandings:Harmony: --Chords and melody may move simultaneously in relation to each other.--Two or more pitches may be soundedsimultaneously.--Two or more musical lines may occursimultaneously.Rhythm: --Individual sounds and silence within a rhythmic line may be longer than, shorter than, or the same as other sounds within the line.

Essential Question:How does understanding the structure and context of musical works inform performance?

Students will know…How to listen carefully and sing accurately (melody, rhythm, harmony), maintaining their own parts while singing.

Students will be able to…--Analyze the harmony of a simple round and accompany with chords.--Analyze the rhythm (understand the relationship between the rhythm and the meter)--Sing a song as a 3 part round in harmony, with melodic and rhythmic accuracy, and with stylistically appropriate expression

Stage Two—Assessment EvidencePerformance Tasks:Students will sing a song as a 3 part round in harmony, with melodic and rhythmic accuracy, and with stylistically appropriate expression.--“I Can Statement”: I can expressively sing a three-part round with mostly correct pitches and rhythms.--Learning Target attached.--Draft Self-Assessment attached.

Other Evidence:Teacher will ask students to pair/share how they felt singing the song in harmony. How did it sound? (Students Pair/Share, then class discussion.)

Stage Three—Learning PlanLearning Activities:Lesson Plan attached

Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD

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Stage One--Desired ResultsGrade Level: 4th or 5thEstablished Goals:Standard: NCAS Music, Performing, Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Essential Question: How does understanding the structure and context of musical works inform performance? Performance Standard: 5th grade (MU:Pr4.2.5): a. Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony ) in music selected for performance. http://nationalartsstandards.org/sites/default/files/Music%20at%20a%20Glance%20rev%203-5-15.pdfUnderstandings:Students will understand that…Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. Conceptual Understandings:Harmony: --Chords and melody may move simultaneously in relation to each other.--Two or more pitches may be sounded simultaneously.--Two or more musical lines may occur simultaneously.Rhythm: --Individual sounds and silence within a rhythmic line may be longer than, shorter than, or the same as other sounds within the line.

Essential Question:How does understanding the structure and context of musical works inform performance?

Students will know…How to listen carefully and sing accurately (melody, rhythm, harmony), maintaining their own parts while singing.

Students will be able to…--Analyze the harmony of a simple round and accompany with chords.--Analyze the rhythm (understand the relationship between the rhythm and the meter)--Sing a song as a 3 part round in harmony, with melodic and rhythmic accuracy, and with stylistically appropriate expression

Stage Two—Assessment Evidence

Stage Three—Learning PlanLearning Activities:

Lesson Plan attached

Performance Tasks:Students will sing a song as a 3 part round in harmony, with melodic and rhythmic accuracy, and with stylistically appropriate expression.--“I Can Statement”: I can expressively sing a three-part round with mostly correct pitches and rhythms.--Learning Target attached.--Draft Self-Assessment attached.

Other Evidence:Teacher will ask students to pair/share how they felt singing the song in harmony. How did it sound? (Students Pair/Share, then class discussion.)

Exemplary Proficient Developing BeginningI can expressively sing a three part

round perfectly with all correct pitches

and rhythms.

I can expressivelysing a three part round with mostly

correct pitches and rhythms.

With help, I can sing a round with

mostly correct pitches and

rhythms.

I can identify the rhythm

and melody of a song by following a

musical map.

Learning Target Students will perform vocal or instrumental performances with appropriate interpretation and technical

accuracy, and in a manner appropriate to the audience and context. (Skill)

Checklist for Singing a Round

RhythmAccurate rhythmic duration (Short and

long Sounds, Steady beat). Melody/Harmony

Correct pitches to result in pleasing harmony.

ExpressionSinging with expression appropriate to the

style of the round.

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Learning TargetsIn ActionIn The Classroom

Self Assessment Teacher Assessment

YES

JNOT YET

JYES

JNOT YET

J

Am I trying my best?

Am I concentrating/thinking hard?

Am I using my singing voice?

Am I matching pitches with the voices of the group I am singing with?Can I hear the part the other group is singing while I am singing with my group?

DRAFTSINGING A ROUND IN HARMONY

ASSESSMENT

NAME:HOMEROOM TEACHER’S NAME:

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CONCEPT BANKConcepts

lkonMusical SvmbolE

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x

Rl Music may be comparatively fast or slow,

depending on the speed of the underlying pulse.

Kl Music may become faster or slower by changing thc

speed ofhe underlying pulse.R! Music may move in relation to the underlying

steady bcat or shortest pulse.R4 A series of beets may bc organizcd into regular or

irregular groupings by stressing certain beats.

R5 Individual sounds and silence within a rhythmic

line mey be longer than, shorter tban, or tbe same

as other sounds within the line.R6 Individuel sounds rnd silences within e rhythmic

line may be longer than, shorter then, or the same

as thc underlying steady beat or shortest pulse.

R7 Accented sounds with a rhythmic line may sound

with, before, or after the eccented underlying

beat

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roa-! ! !atE

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i J]J ,.fJ I

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3 .f 7.fJ In rr r ll f . l - |r r r r lF]FiE

Ml A series of pitches may movc up, down, or remein

the seme.M2 A series of pitches msy move up or down by steps

or skips.M3 Each pitch within e melody moves in reletion to e

home tone.M4 A series of pitches bounded by thc octave abelong

togetherr" forming a tonal set.M5 A melody may be relatively high or low.

M6 Individual pitches, when comprred to each otber,

mav be higher, lower. or the same.

l i r l j r ,-efr7f,,ft

Li3i l ,:F

Tl The quality of a sound is determined by the sound

source.T2 The quelity of a sound is efiected by the material

shepe , end size ofthe source.T3 The quality of a sound is affected by the wey the

sound is produced.T4 The total sound is alfected by the number and

oualities of sounds occurrins rt the same time.

qt

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Dl Music may be comparatively loud or soft.

D2 Music may become louder or softer. oco@@o

http://nationalartsstandards.org

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