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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Student Learning Objectives Test I5th Grade
Lee Eaton Elementary
Standards:
5 CE - Identify elements of music including tonality, dynamics, tempo and meter, using music vocabulary. (13-20)
1 PR - Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, good posture and breath control (Singing Performance)
4 PR - Read, write and perform rhythm patterns (e.g., 2/4, 3/4 and 4/4 meter) using sixteenth through whole notes including dotted half-note and syncopated rhythms. (Numbers: 1-4, 16-18, and Rhythm Sight Reading)
5 PR - Read, write and perform diatonic melodies and the major scale on the treble staff. (Numbers: 5-12 and Vocal Scales)
*Standards are marked after each section.
Student Name ________________________________________ HR___________________ Date______
Final Score
Written _____/20 X 2 = _____/40Performance _____/40
Total _____/ 80 = _____%
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SECTION 1: Rhythm Reading – Standard 4PRStudent Directions: Write the letter of the rhythm you are hearing. You can use any letter more than once.Teacher Directions: Teacher claps/plays each rhythm 2 times. Students clap the rhythm back. Teacher plays/claps the rhythm one more time. Students clap it back. Students identify the correct rhythm.
1. _________
2. _________
3. _________
4. _________
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SECTION 2: Melodic Identification – Standard 5PR
For the following questions, "do" is in the first space.
do
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Student Directions: Write the letter of the melody you are hearing. You can use any letter more than once.Teacher Directions: Teacher sings each melody (using solfege names) 2 times. Students sing the melody back. Teacher sings the melody one more time. Students sing it back. Students identify the correct melody.
5. _________
6. _________
7. _________
8. _________
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Student Directions: Write the letter of the melody you are hearing. You can use any letter more than once.Teacher Directions: Teacher sings each melody (using the word “loo”) 2 times. Students sing the melody back using the word “loo”. Teacher sings the melody one more time. Students sing it back. Students identify the correct melody.
9. _________
10. _________
11. _________
12. _________
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SECTION 3: Time Signature Identification, Rhythm Writing, and Dynamics - Standard 5CE (numbers 13-20); 4 PR (numbers 16-18). 13-15. Student Directions: Read the directions next to the chart. Identify the time signature for numbers 15-17.
16-18. Use any of the notes below to place the correct amount of beats in every measure. You can use any note more than once.
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
19-20. Student Directions: Circle what you are hearing. You should be listening for VOLUME/DYNAMICS NOT PITCH:Teacher Directions: Teacher plays a major scale on the xylophone, applying the correct dynamic marking. Each scale is played 3 times. Students identify the dynamic.
19. A.
All Piano (p)B.
Crescendo
C.All Forte (f)
D.Decrescendo
20. A.
All Piano (p)B.
Crescendo
C.All Forte (f)
D.Decrescendo
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
Section 4:Performance Based AssessmentsRHYTHMIC SIGHT READING (4PR):Teacher Directions: Students will choose one of the following three rhythms to read from sight. He or she will read the rhythm twice. The first time the student will say the pneumonic name for the rhythms. The second time they will clap the rhythm while saying the pneumonic name. The teacher will assess the second reading using the rubric below.
Student Directions:1) Read the following rhythm using your rhythm nick-names (ta, ti-ti, etc.).2) Clap the rhythm while you read it using you rhythm nick-names (ta, ti-ti, etc).
Rhythm Reading Rubric4-Excellent 3-Proficient 2-Developing 1-Limited or
EmergingScore
Rhythm Accuracy
Rhythms and tempo are accurate throughout the selection.
**maintains accurate tempo and rhythms throughout
Rhythms are mostly accurate with 1-2 errors OR rhythms are accurate, but tempo too fast or slow
**tempo was slightly slower or faster, but the rhythms were accurate
Rhythms are performed with 2-4 errors.
**tempo was accurate with one or more rhythm errors
Rhythms are mostly inaccurate (more than 4 errors).
**tempo was too fast or too slow with rhythm errors
Rhythm Names
Rhythm names are all accurate
Rhythm names contain 1-2 errors
Rhythm names contain 2-4 errors
Rhythms names are mostly inaccurate (more than 4 errors)
Total /8
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
VOCAL SCALES (5PR):Teacher Directions: Teacher will sing an ascending and descending D major scale to students using scale-degree numbers. Students will be asked to repeat the scale. From this, teacher can use the rubric to assess pitch, tone, breath control, and posture. Teacher will ask then students to sing the same scale using solfege names starting on “do”). The teacher will then assess the solfege names. See rubric below.
Vocal Scales Rubric4-Excellent 3-Proficient 2-Developing 1-Limited or
EmergingScore
Pitch Sings entire selection starting and ending on the correct pitch with outstanding intonation between all intervals.
** Pitch is very accurate throughout.
Sings the majority of the selection with accurate pitches with one interval slightly out of tune.
** Pitch has an isolated interval that is out of tune but the rest is entirely accurate.
Sings with accurate melodic contour, but higher or lower in pitch.
** Pitch was generally too high or too low, but the melodic contour was basically correct.
Sings with an inaccurate melody
** Pitch was very inaccurate such that it did not have the same melodic contour
Solfege Name
Sings accurate solfege names through the scale.
Sings mostly accurate solfege names with 1-2 errors.
Sings some accurate solfege names with 3-4 errors names.
Solfege names with more than 4 errors.
Tone/Breath Control
Light, resonant, clear tone quality throughout the selection
Low, supported breath throughout the selection
Mostly light, resonant, clear tone quality
Mostly low, supported breath
Some light, resonant, clear tone quality mixed with either shout-singing or singing that is too soft.
Mostly lacks of breath control/support.
Shout-singing or singing that is much too soft
Lack of breath control/support
Posture -Sitting/standing straight & tall.-Spine/legs straight-Feet flat on floor/risers-Shoulders relaxed.
-Missing one comment to the left.
-Missing two or three components to the left.
-Missing all components to the left.
TOTAL /16
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5th Grade General Music - SLO– Final Assessment 1 (Teacher Guide)
SINGING PERFORMANCE (1PR): Teacher Directions: While each student sings, the teacher will use the rubric below to evaluate the performance.
Students Directions: Sing the song Frere Jacque with accurate pitch and rhythm as well as appropriate tone, breath control, and posture/technique.
Song Title: Frere Jacque
Singing Performance Rubric4-Excellent 3-Proficient 2-Developing 1-Limited or
EmergingScore
Pitch Sings entire selection starting and ending on the correct pitch with outstanding intonation between all intervals.
** Pitch is very accurate throughout.
Sings the majority of the selection with accurate pitches with one interval slightly out of tune.
** Pitch has an isolated interval that is out of tune but the rest is entirely accurate.
Sings with accurate melodic contour, but higher or lower in pitch.
** Pitch was generally too high or too low, but the melodic contour was basically correct.
Sings with an inaccurate melody
** Pitch was very inaccurate such that it did not have the same melodic contour
Tone/Breath Control
Light, resonant, clear tone quality throughout the selection
Low, supported breath throughout the selection
Mostly light, resonant, clear tone quality
Mostly low, supported breath
Some light, resonant, clear tone quality mixed with either shout-singing or singing that is too soft.
Mostly lacks of breath control/support.
Shout-singing or singing that is much too soft
Lack of breath control/support
Rhythm Rhythms and tempo are accurate throughout the selection.
**maintains accurate tempo and rhythms throughout
Rhythms are mostly accurate with one or two errors OR rhythms are accurate, but tempo too fast or slow
**tempo was slightly slower or faster, but the rhythms were accurate
Rhythms are performed with two to four errors.
**tempo was accurate with one or more rhythm errors
Rhythms are mostly inaccurate (more than four errors).
**tempo was too fast or too slow with rhythm errors
Posture -Sitting/standing straight & tall.-Spine/legs straight-Feet flat on floor/risers-Shoulders relaxed.
-Missing one comment to the left.
-Missing two or three components to the left.
-Missing all components to the left.
TOTAL /16
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