assessing vocals in primary grades - emc · pdf fileassessing vocals in primary grades singing...
TRANSCRIPT
Assessing Vocals in Primary Grades
Singing is an important part of music education and as such should be incremental withrespect to its teaching. In the primary grades the focus should remain on the child’s enjoymentof music and on his/her participation in singing. It is important to remember that a holisticapproach to music education deals as much with the spiritual development of the individual asit does with the cognitive. Overemphasis on technique at this age could lessen the child’senjoyment and impede his/her development in this subject. When assessing singing in theprimary 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 shouting 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.
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 3A
Lesson / Rubric Correlation Chart
LESSONS RUBRICS
Lesson 1 Musical Movement Rubric
Lesson 2 Identifying Musical Elements Rubric
Lesson 6 Music Assignment Rubric (Telephone Activity Sheet) Vocal Assessment RubricPerformance RubricGroup Assignment RubricCreating Songs Using Musical Elements Rubric
Lesson 7 Assignment Process Rubric or Group Assignment RubricIdentifying Musical Elements Rubric
Lesson 8 Vocal Assessment RubricPerformance RubricCreating Songs Using Musical Elements Rubric
Rubric
Moving /Performing in Timewith the beat
Distinguishingbetween Beat andRhythm
Moving to Beat andRhythm
Moving toDynamics
Student isexperiencingdifficulty. S/he rarelymoves or performs intime with the beat.
Student is havingdifficulty discerningbetween beat andrhythm. S/he isunable to move to, orperform beat andrhythm separately.
Student isexperiencingdifficulty moving tobeat and rhythm.S/he rarely moves to,or performs in timewith the rhythm.
Student isexperiencingdifficulty movingdynamically. S/herarely moves to,or performs inaccordance with thedynamics heard inthe music.
Student is achievingexpectation belowgrade level. S/hesometimes moves orperforms in time withthe beat.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs beat andrhythm separately.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs in timewith the rhythm.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs in accor-dance with thedynamics heard inthe music.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves or performs intime with the beat.
Student is achievingexpectation with agood level of compe-tency. S/he canusually move to, orperform beat andrhythm separately.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves to, orperforms in time withthe rhythm.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves to, orperforms inaccordance with thedynamics heard inthe music.
Student has mas-tered the expectationof consistentlymoving or performingin time with the beat.
Student is confidentdistinguishing rhythmfrom beat andexemplifies thisconsistently.
Student hasmastered theexpectation ofmoving bothconsistently andcreatively in aflowing and rhythmicmanner.
Student hasmastered theexpectation ofmoving bothconsistently andcreatively inaccordance withthe dynamics heardin the music.
Musical Movement 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
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
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
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 ofworksheet
Quality ofResponses
Participation Withina Group Setting
Use of Class Time
Student isexperiencingdifficulty completingassigned tasks.Worksheets areincomplete.
Student isexperiencingdifficultiesresponding toquestions.Responses areincorrect and rarelymeet the criteria.
Student isexperiencingdifficultycollaborating withothers in the group.
Student isexperiencingdifficulty focussingon assigned tasks.
Student is achievingexpectation belowgrade level.Worksheetsare sometimescomplete.
Student is achievingexpectation belowgrade level.Responsessometimes meetthe criteria.
Student is achievingexpectation belowgrade level. Studentsometimescollaborates withothers in the group.
Student is achievingexpectation belowgrade level. Studentis sometimesfocused on task.
Student is achievingexpectation witha good level ofcompetency.Worksheets areusually complete.
Student is achievingexpectation witha good level ofcompetency.Answers arewell written andcomplete.
Student is achievingexpectation witha good level ofcompetency.Student usuallycollaborates withothers in the group.
Student is achievingexpectation witha good level ofcompetency.Student is usuallyfocussed on task.
Student hasmastered theexpectation ofconsistentlycompletingworksheets.
Student hasmastered theexpectation.Answers demon-strate excellentinsight and the abilityto think abstractly.
Student hasmastered theexpectation ofconsistentlycollaboratingwith others inthe group in acooperative andproductive manner.
Student hasmastered theexpectation ofconsistentlyfocussing on thetask at hand.
Assignment Process Rubric
Level 1 Level 2 Level 3 Level 4
Program Rubrics
APPENDICES FOR GRADE 3B
Lesson / Rubric Correlation Chart
LESSONS RUBRICS
Lesson 1 Associating Mood With Music Rubric
Lesson 2 Associating Mood With Music Rubric
Lesson 3 Associating Mood With Music Rubric
Lesson 4 Music Assignment Rubric (Pussy Cat Pussy Cat Booklet Activity)Vocal Assessment Rubric
Lesson 5 Musical Movement RubricIdentifying Musical Elements RubricVocal Assessment Rubric
Lesson 6 Identifying Musical Elements RubricVocal Assessment RubricAssociating Mood With Music Rubric
Lesson 7 Identifying Musical Elements Rubric
Lesson 8 Identifying Musical Elements Rubric
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
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
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
Moving /Performing in Timewith the beat
Distinguishingbetween Beat andRhythm
Moving to Beat andRhythm
Moving toDynamics
Student isexperiencingdifficulty. S/he rarelymoves or performs intime with the beat.
Student is havingdifficulty discerningbetween beat andrhythm. S/he isunable to move to, orperform beat andrhythm separately.
Student isexperiencingdifficulty moving tobeat and rhythm.S/he rarely moves to,or performs in timewith the rhythm.
Student isexperiencingdifficulty movingdynamically. S/herarely moves to,or performs inaccordance with thedynamics heard inthe music.
Student is achievingexpectation belowgrade level. S/hesometimes moves orperforms in time withthe beat.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs beat andrhythm separately.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs in timewith the rhythm.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs in accor-dance with thedynamics heard inthe music.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves or performs intime with the beat.
Student is achievingexpectation with agood level of compe-tency. S/he canusually move to, orperform beat andrhythm separately.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves to, orperforms in time withthe rhythm.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves to, orperforms inaccordance with thedynamics heard inthe music.
Student has mas-tered the expectationof consistentlymoving or performingin time with the beat.
Student is confidentdistinguishing rhythmfrom beat andexemplifies thisconsistently.
Student hasmastered theexpectation ofmoving bothconsistently andcreatively in aflowing and rhythmicmanner.
Student hasmastered theexpectation ofmoving bothconsistently andcreatively inaccordance withthe dynamics heardin the music.
Musical Movement 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
Appendices
APPENDICES FOR GRADE 3C
Lesson / Rubric Correlation Chart
LESSONS RUBRICS
Lesson 1 Musical Movement Rubric
Lesson 2 Musical Movement RubricIdentifying Instruments Rubric (Percussion Drawings and Lyric Sheet)
Lesson 3 Identifying Musical Elements Rubric
Lesson 4 Identifying Instruments RubricPercussion Instrument Rubric
Lesson 5 Identifying Instruments RubricPercussion Instrument Rubric
Lesson 6 Identifying Instruments Rubric
Lesson 7 Identifying Instruments RubricPerformance RubricPercussion Instrument Rubric
Lesson 8 Percussion Instrument Rubric
Lesson 9 Identifying Instruments RubricPerformance Rubric
Lesson 10 Identifying Instruments RubricPerformance RubricPercussion Instrument Rubric
Lesson 11 Identifying Instruments Rubric
Lesson 12 Vocal Assessment RubricPerformance Rubric
Lesson 13 Vocal Assessment RubricPerformance RubricPercussion Instrument Rubric
Rubric
Moving /Performing in Timewith the beat
Distinguishingbetween Beat andRhythm
Moving to Beat andRhythm
Moving toDynamics
Student isexperiencingdifficulty. S/he rarelymoves or performs intime with the beat.
Student is havingdifficulty discerningbetween beat andrhythm. S/he isunable to move to, orperform beat andrhythm separately.
Student isexperiencingdifficulty moving tobeat and rhythm.S/he rarely moves to,or performs in timewith the rhythm.
Student isexperiencingdifficulty movingdynamically. S/herarely moves to,or performs inaccordance with thedynamics heard inthe music.
Student is achievingexpectation belowgrade level. S/hesometimes moves orperforms in time withthe beat.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs beat andrhythm separately.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs in timewith the rhythm.
Student is achievingexpectation belowgrade level. S/hesometimes moves to,or performs in accor-dance with thedynamics heard inthe music.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves or performs intime with the beat.
Student is achievingexpectation with agood level of compe-tency. S/he canusually move to, orperform beat andrhythm separately.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves to, orperforms in time withthe rhythm.
Student is achievingexpectation with agood level of compe-tency. S/he usuallymoves to, orperforms inaccordance with thedynamics heard inthe music.
Student has mas-tered the expectationof consistentlymoving or performingin time with the beat.
Student is confidentdistinguishing rhythmfrom beat andexemplifies thisconsistently.
Student hasmastered theexpectation ofmoving bothconsistently andcreatively in aflowing and rhythmicmanner.
Student hasmastered theexpectation ofmoving bothconsistently andcreatively inaccordance withthe dynamics heardin the music.
Musical Movement Rubric
Level 1 Level 2 Level 3 Level 4
Rubric
IdentifyingInstruments byName
Drawing orDescribingInstruments
Identifying HowInstruments arePlayed
Construction ofInstruments
Student isexperiencingdifficulty identifyinginstruments byname.
Student isexperiencingdifficulty under-standing the physicalcharacteristics ofinstruments. S/heis rarely able todraw or describeinstruments.
Student isexperiencingdifficulty under-standing the mannerin which individualinstruments areplayed.
Student isexperiencingdifficulty under-standing theconstruction ofparticularinstruments.
Student is achievingexpectation belowgrade level. S/hesometimes identifiesinstruments by thecorrect name.(visually).
Student is achievingexpectation belowgrade level. S/he cansometimes drawor describe physicalcharacteristicsof instrument withsome accuracy.
Student is achievingexpectation belowgrade level. S/he cansometimes describewith some accuracythe proper techniqueused in playingindividualinstruments.
Student is achievingexpectation belowgrade level. S/he cansometimes describewith some accuracyhow particularinstruments areconstructed.
Student is achievingexpectationwith a good level ofcompetency. S/heusually identifiesinstruments by thecorrect name.(visually).
Student is achievingexpectationwith a good level ofcompetency. S/hecan usually draw ordescribe physicalcharacteristics ofinstrument with goodaccuracy.
Student is achievingexpectationwith a good levelof competency.S/he can usuallydistinguish with goodaccuracy the propertechnique usedin playing individualinstruments.
Student is achievingexpectationwith a good level ofcompetency. S/hecan usually describewith good accuracyhow particularinstruments areconstructed.
Student hasmastered theexpectation ofconsistentlyidentifyinginstruments by thecorrect name. (visually).
Student hasmastered theexpectation ofconsistently drawingor describingphysicalcharacteristics ofinstruments withexcellent accuracy.
Student hasmastered theexpectation ofconsistentlydistinguishing withexcellent accuracythe proper techniqueused in playingindividualinstruments.
Student hasmastered theexpectation ofconsistentlydescribing withexcellent accuracyhow particularinstruments areconstructed.
Identifying Musical Instruments 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
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
Technique
Beat
Rhythm
Dynamics
Student isexperiencingdifficulty playinginstrument usingcorrect technique.S/he rarely performsusing correcttechnique.
Student isexperiencingdifficulty discerningbeat. S/he rarelyperforms on beatwith the music.
Student isexperiencingdifficulty discerningrhythm. S/he rarelysings performsin rhythm with themusic.
Student isexperiencingdifficulty discerningdynamics. S/herarely performs usingsoft and louddynamicsappropriately.
Student is achievingexpectation belowgrade level. S/hesometimes performsusing correcttechnique.
Student is achievingexpectation belowgrade level. S/hesometimes performson beat with themusic.
Student is achievingexpectation belowgrade level. S/hesometimes performsin rhythm with themusic.
Student is achievingexpectation belowgrade level. S/hesometimes performsusing soft and louddynamicsappropriately.
Student is achievingexpectation witha good level ofcompetency. S/heusually performsusing correcttechnique.
Student is achievingexpectation witha good level ofcompetency. S/heusually performs onbeat with the music.
Student is achievingexpectation with agood level ofcompetency. S/heusually performsin rhythm with themusic.
Student is achievingexpectation witha good level ofcompetency. S/heusually performsusing soft and louddynamicsappropriately.
Student hasmastered theexpectation ofconsistentlyperforming usingcorrect technique.
Student hasmastered theexpectation ofconsistentlyperforming on beatwith the music.
Student hasmastered theexpectation ofconsistentlyperforming in rhythmwith the music.
Student hasmastered theexpectation ofconsistentlyperforming withappropriate useof soft and louddynamics.
Percussion Instrument 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