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Step by Step: Standards-Based Assessmentin General Music
Jill K. [email protected]
Laurie [email protected]
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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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-N.a(J
Ez
Dl Music may be comparatively loud or soft.
D2 Music may become louder or softer. oco@@o
http://nationalartsstandards.org
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