3
Summative Assessment
Music Educators
Toolbox
Summative
Assessment
Teacher Worksheet
Overview.........................................................................................2
Recommended Assessment Schedule.........................................3
Note to Teachers............................................................................4
Assessment Tasks..........................................................................5
Record Sheet with Rubric.............................................................11
Student Worksheets......................................................................14
Scope of Musical Concepts in the Grade 3 Summative Assessment
Expressive Qualities
Rhythm and
Meter
Form and
Design
Dynamics
Tempo
Articulation
Simple Meters
Repeat Sign
Pianissimo
Andante
Continue to apply
and develop prior
knowledge.
@#$
y
Ww
Score
}
First and
Second Endings
Form and Design Grade 3
Student Worksheet: 2nd Endings
4
3
pp
Pitch
Performing
Steps/Leaps
Posture
Notes on Treble Staff
Intonation
Treble/Bass Clef
Fortissimo
G?
ff
6
5
Ï Ï Ï Ï Ï Ï .. Ï Ï Ï Ï Ï
& 44 Ï Ï Ï Ï Ï Ï Ï Ï Ï Ï
Ï ÏÏ
1
2
1.
2.
Compound
Meters
P
d
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
1
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Overview
Music Educators
Toolbox
Summative
Assessment
Teacher Worksheet
Task
Musical Concept: Task
1
Performing:
Sing in Tune with Healthy Posture
2
Rhythm and Meter:
Improvise a Rhythm
3
Pitch / Form and Design:
Sight Read a Melody
Materials/Repertoire
•Known Song
•Record Sheet with Rubric
•Record Sheet with Rubric
•Visual Aid of Given Rhythm(s)
•Student Worksheet: Sight Reading
•Record Sheet with Rubric
4
Expressive Qualities:
Identify Dynamics, Tempo, and Articulation
5
Rhythm and Meter:
Transcribe a Rhythm
6
Pitch / Rhythm and Meter:
Compose a Melody
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
• Student Worksheet: Expressive Qualities
• Record Sheet with Rubric
•Short Musical Excerpts Demonstrating:
• Pianissimo/Fortissimo
• Crescendo/Decrescendo
• Presto/Andante/Largo
• Accelerando/Ritardando
• Accent/Legato/Staccato
•Student Worksheets: Transcribing
•Record Sheet with Rubric
•Student Worksheets: Composing
•Record Sheet with Rubric
2
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Recommended Assessment Schedule
Music Educators
Toolbox
3
Summative
Assessment
Teacher Worksheet
Day 1
Day 2
Day 3
Day 4
Day 5
Task 1—Performing:
Sing in Tune with
Healthy Posture
All students assessed in
one class period
Task 2—Rhythm and
Meter: Improvise a
Rhythm
All students assessed in
one class period
Task 3—Pitch / Form and Design: Sight Read a Melody
Five to six students assessed per class over five class periods
Task 4—Expressive Qualities: Identify Dynamics, Tempo, and Articulation
Eight to ten students assessed per class over three class periods
Task 5—Rhythm and
Meter: Transcribe a
Rhythm
All students assessed in
one class period
Task 6—Pitch / Rhythm and Meter: Compose a Melody
Eight to ten students assessed per class over three class periods
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
3
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
Note to Teachers
3
Summative
Assessment
Teacher Worksheet
For each task, you are provided the following items:
• Task summary
• Estimated time required
• Materials list
• Repertoire (if any)
• Suggested procedures and prompts with a highlighted script
To administer this assessment, you need the following items:
• A pencil for each student
• Copies of the five student worksheets for each student (used for Tasks 3–6)
• A clipboard / writing surface for each student and teacher
• Copies of the Record Sheet with Rubric
• Five listening selections (or you may play/improvise five pieces on an instrument) that demonstrate the
following distinctions:
•Pianissimo/Fortissimo
• Crescendo/Decrescendo
• Presto/Andante/Largo
• Accelerando/Ritardando
• Accent/Legato/Staccato
Scripted text for teachers is treated in blue italics.
Pre-Set Materials
•A clipboard with the needed Student Worksheets and pencil at each student’s assigned seat
•A CD player, media player, or instrument(s) ready to play musical excerpts for Task 4
•A clipboard with the Record Sheet with Rubric
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
4
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
Task 1
Performing: Sing in Tune with Healthy Posture
3
Summative
Assessment
Teacher Worksheet
Task Summary: Students take turns singing phrases of a known song to demonstrate healthy posture
and intonation.
Time: 10–15 minutes
Materials: Record Sheet with Rubric
Repertoire: known song with a limited range between middle C and B
Warm-Up
•Have students review what it means to use a singing voice, to sing in tune, and how to demonstrate healthy posture.
•Lead the class in performing vocal sirens and warm-ups.
•Ask the whole class to sing a known song together.
Task Instructions
•Now we are going to sing a song together, and I’m going to look for your healthy posture and listen for your in-tune singing voice. Each of you will take turns singing one phrase of the song.
•Sing the first phrase, then gesture to the first student to sing the next phrase, and to the next student to continue. Stop the sequence when students understand the turn-taking process.
•Now we are going to start with [name of student] and continue around the room until the song is complete. Then we will sing through phrase-by-phrase again starting with [name of student].
•As students perform, watch and assess each individual.
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
5
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Task 2
Music Educators
Rhythm and Meter: Improvise a Rhythm
Toolbox
Summative
Assessment
Teacher Worksheet
Task Summary: Students take turns improvising a one-measure rhythm to demonstrate phrase length, fluid
rhythms, and a steady beat.
Time: 10 minutes
Materials: Record Sheet with Rubric
Repertoire: suggested given rhythms below
•In 4/4:
y
•In 6/8:
T
•On the board, display one of the given rhythms above and practice clapping it together.
•Have students echo one-measure rhythmic phrases that include one of the given rhythms.
Task Instructions
•Now you are going to improvise your own one-measure phrases using at least one of these given rhythms. I’m going to listen for those rhythms as you clap your phrases.
•Let’s start with [name of student] and continue around the room until we have heard a phrase from everyone.
•As students perform, watch and assess each individual.
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
6
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
Task 3
Pitch / Form and Design: Sight Read a Melody
3
Summative
Assessment
Teacher Worksheet
Task Summary: Students sight sing or play four measures with first and second endings using the Student
Worksheet.
Time: 10–15 minutes
Materials: Record Sheet with Rubric, Student Worksheet: Sight Reading
Repertoire: N/A
Warm-Up
•Have students review and practice different melodic phrases.
Task Instructions
•Look at your worksheet. Practice singing or playing the different examples on your worksheet. Make sure you watch for the correct order of endings.
•Allow students five minutes to practice on their own.
•Now you are going to take turns performing a given example. I will listen for the melody and watch how you follow the score.
•As students perform, watch and assess each individual.
Note: You may choose to have the class play a game or work on Task 6 while you assess five to six students
individually over the course of three to five days.
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
7
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Task 4
Music Educators
Toolbox
Expressive Qualities: Identify Dynamics,
Tempo, and Articulation
Summative
Assessment
Teacher Worksheet
Task Summary: Students listen and move to musical excerpts, then use the Student Worksheet to select the
corresponding dynamic, tempo, and articulation choices that they hear.
Time: 10–15 minutes
Materials: Student Worksheet: Expressive Qualities, Record Sheet with Rubric
Repertoire: known song(s) or improvised musical excerpts that demonstrate different dynamics, tempos,
and articulations
Warm-Up
•Have students review and practice the following musical terms by performing agreed-upon movements as they speak each word:
•Dynamics: pianissimo, piano, forte, fortissimo, crescendo, decrescendo
•Tempo: presto, andante, largo, accelerando, ritardando
• Articulation: accent, staccato, legato
Task Instructions
•Look at your worksheet. Find number one and the words pianissimo and fortissimo next to it.
•I am going to play a short musical excerpt. You are going to listen and move to the music. When the music stops, circle the word that best describes the music. Here is number one.
•Play or improvise a musical excerpt that demonstrates either pianissimo or fortissimo. Repeat as desired/necessary.
•Now circle the word that best describes the music for number one.
•Repeat this same process with numbers two and three:
• Crescendo/Decrescendo
• Presto/Andante/Largo
• Accelerando/Ritardando
• Accent/Legato/Staccato
•Optional: Have students name at least one instrument that they heard in the musical excerpt(s).
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
8
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
3
Task 5
Rhythm and Meter: Transcribe a Rhythm
Summative
Assessment
Teacher Worksheet
Task Summary: Students listen to a two-measure rhythmic phrase and transcribe it using the Student
Worksheet.
Time: 15–20 minutes
Materials: Student Worksheet: Transcribing, Record Sheet with Rubric
Repertoire: suggested given rhythms below
$ y nq q | w
q|d
#h
P Tq e | d
|
|
|
Warm-Up
•Improvise a two-measure rhythmic phrase and have the students perform it back by clapping, counting, or using rhythm syllables.
Task Instructions
•Give students the time signature of the rhythmic phrase you will be performing.
•I will clap a two-measure rhythm. Using your worksheet, write down the rhythms you hear. You will listen to the phrase four times. Here is the first.
•Perform the rhythmic phrase while students listen and write.
•Wait 30 seconds, and then perform the phrase again.
•This is the second time. Wait 30 seconds.
•This is the third time. Wait 30 seconds.
•Listen one last time, and check your answer.
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
9
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
Task 6
Pitch / Rhythm and Meter: Compose a Melody
3
Summative
Assessment
Teacher Worksheet
Task Summary: Students identify pitches and compose a two-measure melody using the Student Worksheet.
Time: 20–45 minutes
Materials: Student Worksheets: Composing, Record Sheet with Rubric
Repertoire: N/A
Warm-Up
$ y q nQ h d w
P Tq ej J d
Task Instructions
•Determine if students will complete the composition task in 4/4 or in 6/8 meter and give out the appropriate worksheet.
•Look at the first measure on your student worksheet and label the pitches that you see in the score.
•Then draw a circle around a step and a square around a leap.
•Next, you will complete the score by composing your own two-measure melody.
•Be sure to complete all of the elements using the checklist as your guide.
•As students complete each step of the task, remind them of the next steps and the remaining time.
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
10
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Toolbox
Task
1
2
3
3
Record Sheet with Rubric
Music Educators
Summative
Assessment
Teacher Worksheet
4
Standing Ovation
3
Stage Ready
2
Practice, Practice,
Practice
1
Try Again
Posture
Consistently maintains an
aligned posture with relaxed
shoulders.
Maintains posture with
some inconsistencies.
Has difficulty maintaining
posture, but may be
accurate occasionally.
Does not perform.
Intonation
Performs using a singing voice
that is clear and in tune.
Performs using a singing
voice that is mostly in
tune.
Performs melody but does
not use a singing voice or is
not in tune.
Does not perform.
One-Measure
Phrase
Performs accurate phrase
length.
Fluid
Rhythms and
Steady Beat
Improvises and performs fluid
rhythms with a consistent,
steady beat.
Improvises and performs
with mostly fluid
rhythms and maintains
a steady beat, but with
some inaccuracies.
Has difficulty performing
rhythms with fluidity and
keeping the beat, but may
be accurate occasionally.
Does not create or
perform rhythm with
fluidity or steady beat.
Performs pitches accurately.
Performs pitches with
some inaccuracies.
Performs pitches
inaccurately most of the
time, but may be accurate
occasionally.
Does not perform
pitches or is
inaccurate.
Performs score accurately.
Performs score with
some inaccuracies.
Performs score
inaccurately most of the
time, but may be accurate
occasionally.
Does not perform
score or is inaccurate
Musical Concept:
Assessment Task
Performing:
Sing in Tune
with Healthy
Posture
Rhythm
and Meter:
Improvise a
Rhythm
Pitch / Form
and Design:
Sight Read a
Melody
Pitch
Following a
Score
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
Does not perform
or phrase length is
inaccurate.
11
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Toolbox
Task
4
5
Summative
Assessment
Teacher Worksheet
Musical Concept:
Assessment Task
Expressive
Qualities:
Identify
Dynamics,
Tempo, and
Articulation
4
Standing Ovation
3
Stage Ready
2
Practice, Practice,
Practice
1
Try Again
Dynamics
Circles correct dynamic
(pianissimo or fortissimo).
Does not answer or circles
incorrect dynamic.
Dynamics
Circles correct dynamic
(crescendo or decrescendo).
Does not answer or circles
incorrect dynamic.
Tempo
Circles correct tempo (presto,
andante, or largo).
Does not answer or circles
incorrect tempo.
Articulation
Circles correct articulation
(accent, staccato, or legato).
Does not answer or circles
incorrect articulation.
Instrument
(optional)
Names at least one correct
instrument.
Does not name an
instrument or names an
instrument that was not
played.
Rhythm and Meter:
Transcribe a Rhythm
Identify
Pitches
6
3
Record Sheet with Rubric
Music Educators
Pitch / Rhythm
and Meter:
Identify Steps
Compose a
and Leaps
Melody
Compose
Rhythms
Transcribes rhythms accurately.
Transcribes rhythms
with some inaccuracies.
Transcribes rhythms
inaccurately most of
the time, but may be
accurate occasionally.
Does not transcribe
rhythms or is inaccurate.
Identifies all pitches accurately.
Identifies pitches with
some inaccuracies.
Identifies pitches
inaccurately most of
the time, but may be
accurate occasionally.
Does not identify
pitches, or all pitches are
inaccurate.
Identifies a step and a leap
accurately.
Identifies a step or a
leap accurately.
Identifies a step and/
or a leap, but both are
inaccurate.
Does not identify a step or
a leap.
Composes rhythms accurately.
Composes rhythms with
some inaccuracies.
Composes rhythms
inaccurately most of
the time, but may be
accurate occasionally.
Does not compose, or all
rhythms are inaccurate.
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
12
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
Rubric
3
Record Sheet with Rubric
Summative
Assessment
Teacher Worksheet
4
Standing Ovation
2
Practice, Practice,
Practice
3
Stage Ready
1
Try Again
Indicates that the task is a performance, assessed in the moment.
3
Performing
Rhythm
and Meter
Pitch /
Form and
Design
4
5
Expressive Qualities
6
Pitch /
Rhythm and
Meter
Compose Rhythms
Identify Steps and
Leaps
Identify Pitches
Instrument
(optional)
Articulation
Tempo
Dynamics
Dynamics
Following a Score
Pitch
13
Fluid Rhythms and
Steady Beat
One-Measure
Phrase
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
Intonation
Posture
Student Name
2
Rhythm and Meter
Class:
1
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Pitch / Form
and Design
Music Educators
Toolbox
Name:Score
Summative
Assessment
Student Worksheet
Date:
3rd Grade Pitch Sightreading
Class:
Sight
Reading
4/4/
Example
1
1
Score
2
Score
3
Score
4
Score
4
&4 Ï
Ï
Ï Ï .. Ï Ï
Ï Ï Ï
3rd
Grade PitchÏ Sightreading
Ï
Ï
& 44 Ï
Ï Ï Ï Ï .. Ï Ï
Ï Pitch
Ï ÏGrade
3rd
Sightreading
Ï
Ï
& 44 Ï
Ï Ï .. Ï Ï
Ï ÏGrade
Ï Pitch
Ï Ï Sightreading
3rd
Ï
Ï
1.
2.
4/4/ Example 2
1.
2.
4/4/ Example 3
1.
2.
6/8 Example 1
Ï Ï Ï Ï Ï Ï Ï Ï Ï Ï .. Ï Ï Ï Ï Ï Ï
& 68 Ï Ï 3rd
Grade Pitch Sightreading
1.
2.
6/8 Example 2
Ï Ï Ï Ï Ï .. Ï Ï Ï Ï Ï Ï
Ï Ï ÏPitch
& 68 Ï Ï 3rd
Ï Ï Grade
Sightreading
1.
5
Score
2.
6/8 Example 3
6
& 68 Ï Ï Ï Ï Ï Ï
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
Ï Ï Ï Ï Ï Ï .. Ï Ï Ï Ï Ï Ï
1.
14
©
2.
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
3
Expressive Qualities
(Dynamics, Tempo, and Articulation)
Name:
Date:
Summative
Assessment
Student Worksheet
Class:
Circle the expressive quality that you hear in each musical example.
pp
Pianissimo
1
Fortissimo
ff
OR
Crescendo
Decrescendo
2
OR
Largo
Andante
3
Presto
OR
OR
2nd
2ndNotation
NotationExamples
2nd
Examples
Notation Examples
E noitatoN dn2
.
œœœ. œœœ. œœ œ œ œ œ
œ>œ 44œœ œ44œœ>œ&œOR
œ œ 4œ&&œ4444 œœ >œ>œ &
œœ œœœ œœ œ œ. œ.œ œ. œ.œ œ. œ.œ œœ. œ. œœœ.OR
Accent
∑&&
∑∑ &∑
Staccato
∑&∑∑
∑ ∑∑
One instrument I heard was a
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
15
Legato
.
∑ ∑∑
∑
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Rhythm and Meter
Music Educators
Toolbox
Summative
Assessment
Student Worksheet
Name:
Date:
Class:
Transcribing
Directions:
1.Write in the time signature at the beginning of your score.
2.Listen carefully and then write down the rhythm that you hear.
3.Listen again and check your work.
44
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
16
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Rhythm and Meter
Music Educators
Toolbox
Summative
Assessment
Student Worksheet
Name:
Date:
Class:
Transcribing
Directions:
1.Write in the time signature at the beginning of your score.
2.Listen carefully and then write down the rhythm that you hear.
3.Listen again and check your work.
68
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
17
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Pitch / Rhythm and Meter
Music Educators
Toolbox
Student Worksheet
3rd notation examples
3rd notation
3rd notation
examples
examples
.
.
>œ œ 4œ œ4œ >œœœ œ>œœ œœœ œœ . œœœ. œœœ.Composing
.
.
œ
œ
.
.
.
.œ
œ
œ
œ
in
4/4
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
& 4& 4
Name:
Date:
Directions:
œ.œ5 œœ œœ œœ œ5 5
4
4 4
Class:
Rhythm Wall
y
œ
œ
œ
œ
œ
œ
5
5
œ
œ
œ
œ
œ
œ
œ& 4& œ4 œ œ œ
œ œ œœ œ œ œ qœ œ
n
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
4
œ
œ
œ
œ
œ
œ
œ
œ & œ& œ œ œ
œ 4 œQ œ
5
1. Label the pitches in the first measure below.
5
2.Draw a circle around a step.
3.Draw a square around a leap.
4.Compose your own two-measure melody in measures 2 and 3, using this checklist:
Use at least three different rhythms (look at the Rhythm Wall for examples).
7
Summative
Assessment
Check your musical math.
7
5.Title your piece.
Title:
œ œ& 44œ&œœ44 œœ œœ œœ œ∑œ œœ œ
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
∑ ∑ w ∑ ∑ w w
18
h
œd
w
4 4
4 4
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
3
Pitch / Rhythm and Meter
Music Educators
Toolbox
Summative
Assessment
Student Worksheet
Name:
Date:
Class:
Composing in 6/8
Rhythm Wall
Directions:
1. Label the pitches in the first measure below.
T j
q J
Score
PitchPitch
and Rhythm
and
Pitch
Rhythm
and
andRhythm
Meter
and Meter
Summ.
and Summ.
Meter Summ.
d
e
6/8 Example
6/8 Example
36/8 Example
3
3
2.Draw a circle around a step.
3.Draw a square around a leap.
4.Compose your own two-measure melody in measures 2 and 3, using this checklist:
Score
Use at least three different rhythms (look at the Rhythm Wall for examples).
Check your musical math.
5.Title your piece.
Title:
Ï
& 68 Ï&Ï 68 Ï Ï Ï Ï Ï&Ï68Ï ÏÏ Ï Ï ·Ï Ï Ï·
5
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
5
·
19
· ú.
ú·.
ú.
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/