Artistic Process: Performing 5th Grade General Music

Model Cornerstone Assessment (updated 2017)

General Music, 5

th

Grade Performing, Page 1

Artistic Process: Performing

5th Grade General Music

Model Cornerstone Assessment (updated 2017)

General Music, 5

th

Grade Performing, Page 2

Using the MCA document

MCAs are presented as a framework to be

integrated into current curriculum. An example

is provided that demonstrates the integraon

of curricular content. These examples are the

specic tasks presented in the naonal pilot

and may be used as the program so desires.

Each MCA is available in a .pdf format with links

for easy navigaon within the document with

external links for .doc versions of worksheets.

The next page provides the assessment

descripon with each bubble being a link to a

detailed descripon of the assessment.

General Description of the Assessment Task

In this MCA, students will demonstrate their ability to select a voice, mallet, or recorder piece to prepare for performance. They will

analyze, practice, and perform their piece. This MCA does not assess ability to sight-read. Individual teachers can determine the

length of time required to complete the assessment such as completing the tasks over a few weeks. Use the following links to nd

the Naonal Standards

Skills and Knowledge and the Music Standards Glossary.

Common Anchor #4:

Select, analyze, and interpret artistic work for presentation

Enduring Understandings

Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance

influence the selection of repertoire.

Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Performers make interpretive decisions based on their understanding of context and expressive intent.

Essential Question(s)

How do performers select repertoire?

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

How do performers interpret musical works?

Common Anchor #5:

Develop and refine artistic techniques and work for presentation

Enduring Understanding

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas,

persistence, and the application of appropriate criteria.

Essential Question(s)

How do musicians improve the quality of their performance ?

Common Anchor #6:

Convey meaning through the presentation of artistic work

Enduring Understanding

Musicians judge performance based on criteria that vary across time, place, and cultures.

The context and how a work is presented influence the audience response.

Essential Question(s)

When is a performance judged ready to present?

How do context and the manner in which musical work is presented influence audience response?

Intent of the Model Cornerstone Assessments

Model Cornerstone Assessments (MCAs) in music assessment frameworks to be

used by music teachers within their school’s curriculum to measure student

aainment of process components dened by performance standards in the

Naonal Core Music Standards. They focus on one or more Arsc Process (i.e.,

Creang, Performing, or Responding) and are designed as a series of curriculum-

embedded assessment tasks, each of which measures students’ ability to carry

out one or more process components. The MCAs can be used as formave and

summave indicaons of learning, but do not indicate the quality of teaching or

eecveness of a school’s music program.

Although each MCA is designed so that it can be administered within an

instruconal sequence or unit, teachers may choose to spread the component

parts of one MCA across mulple units or projects. Student work produced by

the naonal pilot is available on the NAfME website that illustrates the level of

achievement envisioned in the Naonal Core Music Standards.

Model Cornerstone Assessment (updated 2017)

General Music, 5

th

Grade Performing, Page 3

Assessment Strategy 2

Teacher provides students with the printed music of

the piece selected to perform from Assessment

Strategy 1 and asks them to study and practice their

piece, then complete the Analyze and Interpret

Worksheet.

Assessment Strategy 3

Teacher allows students to have time to rehearse,

evaluate, and refine the piece in preparation for the

final presentation. Students seek feedback from

their peers or the teacher and document their

progress using the Rehearse, Evaluate, and Refine

Practice Plan.

Assessment Strategy 1

Teacher asks students to select a piece to perform from

a specific group of pieces studied in class (vocal, mallet,

or recorder) and explain their choices based on their

personal interest, knowledge, context, and their

technical skill.

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Select

MU:Pr4.1.5a Demonstrate and explain how

the selecon of music to

perform is inuenced

by personal interest, knowledge, and

context,

as well as their personal and others’

technical

skill

.

MU:Pr4.2.5a Demonstrate understanding of

the

structure and the elements of music (such

as

rhythm, pitch, form, and harmony ) in

music selected for

performance.

MU:Pr4.2.5b When analyzing selected music,

read and perform using

standard notaon.

Analyze

MU:Pr4.2.5c Explain how context (such as

social, cultural, and historical) informs

performances.

MU:Pr6.1.5a Perform music, alone or with

others, with

expression, technical accuracy,

and appropriate

Interpretaon.

Present

MU:Pr6.1.5b Demonstrate performance

decorum

and audience equee appropriate

for the

context, venue, genre, and style.

MU:Pr4.3.5a Demonstrate and explain how

intent is conveyed through interpreve

decisions and

expressive qualies (such as

dynamics, tempo, mbre, and

arculaon/style).

Interpret

Rehearse, Evaluate, Rene

MU:Pr5.1.5b Rehearse to rene technical

accuracy

and expressive qualies to address

challenges, and show improvement over me.

MU:Pr5.1.5a Apply teacher provided and

established criteria and feedback to evaluate

the accuracy and expressiveness of

ensemble

and personal performances.

Assessment Strategy 4

The teacher asks students to perform the music to

demonstrate performance proficiency of selected

criteria and complete self-evaluation and reflection

about their performance.

Model Cornerstone Assessment, 5

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Grade General Music:

Performing

Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 4

Achievement

Category

Level 1

Emerging

Level 2

Approaches Criterion

Level 3

Meets Criterion

Level 4

Exceeds Criterion

Performance

Standard

Perform

Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Technical

abilities

Demonstrated limited

appropriate technic in the

performance.

Periodically demonstrated

periodic accurate

performance technic but

was not with consistency.

Consistently demonstrated

technically accurate

performance appropriate

for the grade level.

Demonstrated technically

accurate performance

beyond expectations for

the grade level.

MU:Pr6.1.5a Perform music,

alone or with others, with

expression, technical

accuracy, and appropriate

Interpretation.

Quality of

Interpretation

Demonstrated no

expressive interpretation

through performance.*

Demonstrated limited

expressive interpretation,

but is inconsistent through

performance.

Consistently demonstrated

appropriate expressive

interpretation through

performance.

Demonstrated advanced

and creative expressive

interpretation through

performance.

Performance

decorum

Demonstrated

inappropriate decorum

(e.g., posture, hand

position, eye contact) or

none at all.*

Demonstrated periodic but

not consistent decorum

(e.g., posture, hand

position, eye contact).

Consistently demonstrated

appropriate decorum (e.g.,

posture, hand position, eye

contact).

Demonstrated advanced

level decorum (e.g.,

posture, hand position, eye

contact).

MU:Pr6.1.5b Demonstrate

performance decorum

and

audience etiquette

appropriate for the context,

venue, genre, and style .

Performance Scoring Device

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Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 8

Prerequisite Knowledge and Skills

 Strategies for selecting work(s) to perform based on interest, knowledge, one’s own and others’ performance abilities, and

context.

 Demonstrate and explain how the selection of music to perform is influenced by their interest, knowledge, one’s own and

others’ performance abilities, and context.

Teacher

Preparation

 Determine a performance context (celebration, holiday, patriotic event, etc.) for which

students are to select a piece to perform.

 Choose a rich variety of music (vocal, mallet, or recorder) from which students may

select to demonstrate the concept your class is working based upon your curriculum. Note

that there should be varying degrees of difficulty for various levels of ability.

 Have on hand copies of the

Selecting Music Worksheet and pencils. (click for .doc

version)

 Review the Music Selection Scoring Device.

Assessment

Environment

Setup

 Provide students with printed music of the pieces selected (vocal, mallet and/or recorder).

 Provide students with a copy of the Selecting Music Worksheet .

 Provide access to mallet instruments and recorders as necessary.

Assessment

 Guide students to select a piece of music based on their interests, knowledge,

appropriateness for the performance context, and ability, and complete the Selecting

Music Worksheet.

 Teacher scores student work using the Music Selection Scoring Device. (.docx of all

Scoring Devices)

Assessment Strategy 1 (Select)

MU:Pr4.1.5a

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Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 9

Name: _____________________________________ Date: ___________________

Instructions:

After reviewing all of the music choices, make a selection and answer the questions below.

1) What is the performance context? ________________________________________

2) What is the name of the song selected?__________________________________

Check one: Singing Mallet Recorder

This piece seems interesting to me because:

______________________________________________________________________

Here is what I know about this piece:

______________________________________________________________________

I chose this piece for this context because:

______________________________________________________________________

I know I am able to perform the piece because:

______________________________________________________________________

Selecting Music Worksheet

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Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 10

Teacher

Preparation

 Review the Analyze Scoring Device.

Assessment

Environment

Setup

 Review the Elements of Music Word Bank with the students.

 Explain the parts to the Analyze Worksheet. (click here for .doc version)

 Discuss the importance of looking at the symbols, rhythms, notes, tempo markings, etc.

in analysis.

Assessment

 After the students have selected the piece for performance, the teacher asks the

students to study their piece and practice it a few times, then complete the

Analyze

Worksheets of the packet.

 Teacher collects and scores student work with the Analyzing Scoring Device, then

return the worksheet back to the students for their practice.

 Teacher scores student work using the

Music Selection Scoring Device.

(.docx of all Scoring Devices)

Prerequisite Skills and Knowledge

 The structure and the elements of music.

 Personal performance strengths and weaknesses.

 Strategies for analyzing a piece of music for composer’s intent, preparation and performance challenges, and

context.

 Characteristics of music from various cultures, styles, genres and composers.

 Demonstrate understanding of the structure and the elements of music.

 Demonstrate and explain how expressive qualities (such as dynamics, tempo, articulation, phrasing) and their

interpretive decisions convey the composer’s intent.

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Assessment Strategy 2 (Analyze and Interpret)

MU:Pr4.2.5a , MU:Pr4.2.5b, and MU:Pr4.2.5c and MU:Pr4.3.5a

Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 11

CONTEXT: “I THINK”

The context (history, culture or social) of the piece lets me know that I should think about doing this when

I perform the piece?

_______________________________________________________________________

Elements of Music Word Bank

Articulation Dynamics Form Pitch Rhythm

Style Tempo Texture Timbre Time signature

ANALYZE: “I NOTICE”

 Look at the music, and list the expressive qualities and technical difficulties to which you need to

pay attention as you practice such as elements of music, markings, and difficult rhythmic and

melodic phrases.

What should I pay

attention to?

Why is this important to think about?

Measure

Element, Term,

Symbol

Analyze Worksheet

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Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 12

Prerequisite Knowledge and Skills

 Appropriate strategies for developing and refining artistic techniques techniques and specific to the instrument or voice used

in a quality performance.

 Demonstrate and refine technical and expressive qualities, and overcome challenges by improving performance abilities

through rehearsal.

 Diagnose performance challenges, strategize, and implement practice strategies for specific challenges.

 Obtain instructor/peer feedback on individual performance and apply feedback to improve technical/stylistic/expressive

performance.

 Apply teacher-provided and student-developed criteria and feedback, to evaluate the accuracy, expressiveness, and

effectiveness of a performance.

 Experience verbal and written self-reflection and self-evaluation.

Teacher

Preparation

 Obtain and charge recording devices for a recording of performance.

 Print sufficient numbers of the

Peer Assessment Worksheet. (click here for .doc

version)

 Print sufficient numbers of Student Self-Assessment forms for Singing, Mallet, and

Recorder.

 Review all of the performance scoring devices.

 Review the

Rehearse and Refine Scoring Device.

Assessment

Environment

Setup

 Hand out and review with the students the performance scoring devices for Singing,

Mallet, and Recorder.

 Set up the recording devices for students to individually record their practiced pieces.



Peer Assessment Worksheet, Rehearse and Refine Practice Plan. (click here

for .doc version) and the Student Self-Assessment forms for Singing, Mallet, or

Recorder.

Assessment

 The teacher asks the student to record an early performance of their piece, after

independently addressing the issues identified on the

Analyze and Interpret Worksheet

and reviewing the Performance Scoring Devices for Singing, Mallet, or Recorder.

 When they feel prepared, the student is to play their piece for three peers who will

provide feedback on the Peer Assessment Worksheet.

 The student completes the Rehearse and Refine Practice Plan noting that they might

disagree with some of the feedback provided by their peers.

 The teacher will score the Rehearse and Refine Practice Plan using the Rehearse and

Refine Scoring Device. (.docx of all Scoring Devices)

Assessment Strategy 3 (Rehearse and Refine)

MU:Pr5.1.5a and MU:Pr5.1.5b

Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 13

Instructions: Perform your piece for at least 3 other people; this can include the teacher.

Performer’s Name: ____________________________________

Name of Listener 1:___________________________________________

Name of Listener 2:___________________________________________

Name of Listener 3:___________________________________________

To be completed by the listener as feedback that can guide future improvements.

What did you like?

Considering the

criteria on the Scoring

Device, what

technical skills and

expressive qualities

went well?

Listener 1

_____________________________________________________________

Listener 2

_____________________________________________________________

Listener 3

_____________________________________________________________

What suggestions

could enhance the

piece?

Considering the

criteria on the Scoring

Device, what

technical skills and

expressive qualities

need to be worked

on?

Listener 1

_____________________________________________________________

Listener 2

_____________________________________________________________

Listener 3

_____________________________________________________________

Peer Assessment Worksheet

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Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 14

My Name: ____________________________________

What feedback do you agree or disagree with and why?

_______________________________________________________________________

Using what you learned from your feedback and listening to your first performance recording:

Rehearsal Plan toward Final Performance

Measure(s)

Improvements needed and how you will practice to improve.

To be turned in at your final performance of the piece.

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Rehearse and Refine Plan

Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 15

Prerequisite Skills and Knowledge

 Perform music with expression and technical accuracy to convey the composer’s intent.

 Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Teacher

Preparation

 Obtain and charge recording devices for final recording of performance.

 Review the Student Self-Assessment forms for

Singing, Mallet, and Recorder selecting the

specific criteria used for your students (click here for a .docx versions).

Assessment

Environment

Setup

 Review the Student Self-Assessment forms for Singing, Mallet, and Recorder, if necessary.

 Set up recording devices for students to individually record their final performance or a

performance opportunity so that the teacher can score individual student performances live.

 Review the criteria for the performance using the

Performance Scoring Device.

Assessment

 The teacher tells the students to record a final performance of their piece (assisting with recording

when needed).

 Teacher scores the recorded performance using the Performance Scoring devic. (You may score

the student performance with the Student Self-Assessment scoring device but these score are not

submitted for the pilot.)

 Teacher scores the recorded performance addressing the standards with the

Performance

Scoring Device. (.docx of all Scoring Devices)

NOTE:

 If time, the student can self-assess both performances using the the Student Self-Assessment

Devices for

Singing, Mallet, and Recorder.

 The teacher also may want to listen to the first recording to verify student improvement from the 1

st

recording to the final recording.

Assessment Strategy 4 (Present)

MU:Pr6.1.5a and MU:Pr6.1.5b

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Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 16

#

Criteria

I’m starting to do this on my

own but may need help!

I’m almost there!

I can do it!

1

Pitch

Accuracy

I sing a few of the notes of a song in

tune.

I sing most of the notes of a song in

tune.

I sing all the notes of a song in tune.

2

Rhythmic

Accuracy

I sing a few of the rhythms of a song

correctly.

I sing most of the rhythms of a song

correctly.

I sing all the rhythms of a song

correctly.

3

Tone and Breath

Support

I sometimes take deep breaths and

sing with supported tone.

I often take deep breaths and sing with

supported tone.

I always take deep breaths and sing

with supported tone.

4

Diction and

Pronunciation

I am beginning to sing with tall vowels

and clear consonants for every word to

be understood.

I occasionally sing with tall vowels and

clear consonants for every word to be

understood.

I always sing with tall vowels and clear

consonants for every word to be

understood.

5

Phrasing

I sometimes sing the phrases.

I sing most of the phrases.

I always use consistent phrasing

6

Expression

I sometimes sing expressively when I

interpret what is in the score.

I generally sing expressively when I

interpret what is in the score.

I sing expressively when I interpret

what is in the score.

7

Posture

I sometimes stand straight and tall with

very little tension.

I generally stand straight and tall with

very little tension.

I always stand straight and tall with

very little tension.

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Student Self-Assessment Form - Singing

Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 17

#

Criteria

I’m starting to do this on my

own but may need help!

I’m almost there!

I can do it!

1

Pitch

Accuracy

I sometimes play correct pitches

and may need help at times.

I usually play correct pitches and

may need help at times.

I play correct pitches.

2

Rhythmic

Accuracy

I sometimes play correct rhythms

and may need help at times.

I usually play correct rhythms and

may need help at times.

I play correct rhythms.

3

Tone

Production

I sometimes bounce the mallets off

the bars with the appropriate force

to produce a resonant tone and may

need help at times.

I usually bounce the mallets off the

bars with the appropriate force to

produce a resonant tone and may

need help at times.

I bounce the mallets off the bars

with the appropriate force to

produce a resonant tone.

4

Hand Position

I sometimes hold the mallets with

the appropriate angle to

the bars.

I usually hold the mallets with the

appropriate angle to the bars.

I hold the mallets with the

appropriate angle to

the bars.

5

Alternating

Mallets

I sometimes play with alternating

mallets.

I usually play with alternating

mallets.

I play with alternating mallets.

6

Phrasing

I sometimes sing the phrases.

I sing most of the phrases.

I always use consistent phrasing

7

Expression

I sometimes sing expressively when I

interpret what is in the score.

I generally sing expressively when I

interpret what is in the score.

I sing expressively when I interpret what

is in the score.

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Student Self-Assessment Form - Mallets

Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 18

#

Criteria

I’m starting to do this on my

own but may need help!

I’m almost there!

I can do it!

1

Pitch

Accuracy

I play a few of the notes of a song in

tune.

I play most of the notes of a song in

tune.

I play all the notes of a song in tune.

2

Rhythm

Accuracy

I am beginning to play correct rhythms

in a steady pulse.

I generally play correct rhythms in a

steady pulse.

I play correct rhythms in a steady

pulse.

3

Tone and

Breath

Support

I sometimes use a light, warm,

continuous breath.

I usually use a light, warm, continuous

breath.

I use a light, warm, continuous breath.

4

Tonguing

I sometimes play the phrases.

I usually play the phrases.

I always use consistent phrasing

5

Phrasing

I am beginning to play phrases

correctly.

I generally play phrases correctly.

I play phrases correctly.

6

Posture

I sometimes play with tall posture and

relaxed arms and may need to be

reminded.

I usually play with tall posture and

relaxed arms and may need to be

reminded.

I play with tall posture and relaxed

arms.

7

Hand

Position

I sometimes play with the left hand on

top, right hand in position, completely

covering the holes, and with the

recorder at a 45-degree angle to my

body and may need to be reminded.

I usually play with the left hand on top,

right hand in position, completely

covering the holes, and with the

recorder at a 45-degree angle to my

body and may need to be reminded.

I play with the left hand on top, right

hand in position, completely covering

the holes, and with the recorder at a

45-degree angle to my body.

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Student Self-Assessment Form - Recorder

Model Cornerstone Assessment (updated 2017)

General Music, 5

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Grade Performing, Page 19

Dierenaon Strategies

(Instruconal approaches that respond to individual student needs and strengths to maximize student learning and

success.)

Resource: (sample)

hp://www.ascd.org/publicaons/books/100216/chapters/Understanding-Dierenated-

Instrucon@-Building-a-Foundaon-for-Leadership.aspx

 pre-assess to determine levels of student prior knowledge and abilities

 determine and teach to reduce learning gaps allowing alternative forms of communicating

expectations to students as needed

 create independent enrichment/enhanced work for students who show mastery

 group students to accommodate learning needs

 use provocative, complex questioning to stimulate high level thinking

 devise open-ended tasks to allow students of all ability levels to achieve success at their

own levels

 tier tasks to address levels of abilities and support students within each tier,

 assure that students are given choice in tasks in order to address their learning styles,

interests, etc.

 allow students to respond to tasks in alternative ways if the defined response in the MCA

hinders an individual’s means of demonstrating learning.

Extension Experience: Have students write in journals and/or essays reflecting on their composition

experiences. Using the language of the Composition Rubric, they should include why their melody

worked or didn’t work, what they will do differently in their next compositions, and an assessment of their

efforts on the project. A brief reminder of the Six-Trait Writing Model might be in order.