National Coalition for Core Arts Standards
Music Model Cornerstone Assessment: 5th Grade
Discipline: Music
Artistic Processes: Create
Title: Conceiving and developing new artistic ideas and work
Description: Students will individually or collaboratively imagine, plan and make, evaluate and refine, and present music based on grade level skills and
knowledge.
Using the Assessment: The following collection of standards-based assessments provides choices for music teachers seeking formative and
summative means to measure student understanding and achievement within units focused on the creating of music. Teachers may select among the
components below to design an assessment plan that fits their particular needs, such as providing information about student growth and understanding as well
as their students’ ability to transfer learning and self-improve. Assessment results should continuously incentivize adjustments to curriculum and instruction
throughout the unit.
Grade: 5
In this MCA you will find: (mark all that apply)
☒
Strategies for Embedding
in Instruction
☒
☒
Detailed Assessment
Procedures
Knowledge, Skills and
Vocabulary
☒
Differentiation
Strategies
☒
☒
Suggested Scoring
Devices
☒
☒
☒
Resources needed for
task implementation
Assessment Focus
Chart
Strategies for Inclusion
☐
Benchmarked Student
Work
Task Specific Rubrics
Estimate Time for Teaching and Assessment: To be determined by the individual teacher (tasks completed over a period of time)
(Note: This task will be piloted during the 2014-2015 school year. If a time is entered below, it is to assist teachers for planning
purposes. In all cases, time estimates are to be used as a guideline. Once piloted, the estimated time may be revised.
If a time is not entered, the developers recognize the task has many purposes and implementation strategies and times are highly
teacher dependent.)
☐ Approximately _____ hours
X To be determined by the individual teacher (tasks completed over a period of time)
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Strategies for Embedding in Instruction [possible sequence & strategies to embed Model Cornerstone Assessment within a classroom unit]
Learning strategies exhibited by students for this Cornerstone Assessment may include:
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Echo patterns (Imagine)
Call and response (Imagine)
Improvise rhythmic, melodic, and harmonic ideas based on a specific purpose and context (such as social, cultural, and historical) (Imagine)
Generate and demonstrate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related
tonalities, meters, and simple chord changes (Imagine)
Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas (Plan
& Make)
Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback, and explain
rationale for changes (Evaluate & Refine)
Present the final version of personal created music to others that demonstrates craftsmanship , and explain connection to expressive intent (Present)
Detailed Assessment Procedures [clear outline of procedures necessary to obtain comparable work from multiple teachers i.e., coding and file format for preservation of student work (mp3, PDF), etc.]
These are not the assessment task details, the assessment tasks will be linked here
Imagine (Generate musical ideas for various purposes and contexts)
1. echo patterns
2. call and response
3. improvise rhythmic, melodic, and harmonic ideas based on a specific purpose and context
4. demonstrate musical ideas and explain their connection to a specific purpose or context
Plan and Make (Select and develop musical ideas for defined purposes and contexts)
5. select musical ideas based on specific purpose and context
6. notate/record (standard or iconic or recording) musical ideas (rhythmic, melodic, and two-chord harmonic)
Evaluate and Refine (Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria)
7. using teacher provided or collaboratively developed criteria, gather feedback from others to evaluate musical work
8. document revision suggestions from feedback and explain rationale for changes
Present (Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality)
9. present the final version of personal composition or arrangement that displays originality, craftsmanship, and an effective beginning, middle
and end
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TASKS AND SCORING DEVICES USED
Overview:
It is the intent of this MCA to follow the sequence of improvisation leading to composition and arranging with accommodations made for the amount
of instructional time.
 Students may work individually or in groups. If students work in groups, each student should contribute a musical idea. All students within a
group may receive the same rubric scores.
 The length of the composition is determined by the teacher.
 Students save all drafts of their work and final work (recorded or notated) to show growth over time.
There are four components to the artistic process of Create:
1. Imagine
2. Plan and Make
3. Evaluate and Refine
4. Present
Imagine (Improvisation) Procedure:
Step 1 - Echo what is heard.
 The teacher presents a phrase in a variety of meters (e.g., singing, playing, moving, body percussion, beat box, or combinations).
 The ideas should connect to a specific purpose and context (social, cultural, or historical). For example: music performed at a
sporting event, a celebration, scary movie, in 3/4 time like a Bach minuet etc.
 Students may volunteer to improvise a phrase for the class to echo.
 The teacher has individual or pairs of students echo the phrase in order to evaluate the student’s ability to echo phrases.
Scoring Device
Criteria
Echo
Level 1
Novice
Student echoes a small
portion of the phrase.
Level 2
Approaches Standard
Student echoes most of
the phrase.
3
Level 3
Meets Standard
Student echoes phrase
with accuracy.
Level 4
Exceeds Standard
Student echoes the phrase
with precision and
expression.
Step 2 - Call and Response/Question and Answer
 The teacher may be the caller or students can take turns being the caller.
 The call should be one phrase.
 The students respond simultaneously with their own individual responses without hesitation.
 Students practice call and response in pairs so the teacher can observe and evaluate.
Criteria
Call and Response
Level 1
Novice
Student responds with
limited creativity mostly
copying parts of the call
with possibly no sense of
matching the length of the
call.
Level 2
Approaches Standard
Student responds with
some creativity which
may or may not be the
appropriate length of the
call.
4
Level 3
Meets Standard
Student responds
creatively with the proper
length of the call.
Level 4
Exceeds Standard
Student’s response is
unique and captivating
with the proper length of
the call.
Step 3 – Manipulating musical ideas (compositional devices).
 Over time, the teacher teaches/models examples of each of the types of compositional devices found in the Elements of Music
Menu below.
 Students try improvising each compositional device with a variety of partners.
 The teacher has the flexibility to limit options in each column during the improvisation and composition processes.
 The teacher observes students practicing compositional devices with a partner.
Elements of Music Menu
Select at least three compositional devices, each from different categories, from the menu to create their musical ideas that connect to a
specific purpose and context (social, cultural, or historical).
Rhythmic
Melodic
Form
use of
repetitions
use of
repetitions
create rhythmic
patterns
create melodic
patterns
incorporate
silence (rests)
tones from a
scale (e.g.,
pentatonic,
major, minor,
modal)
rondo
(ABABA or
ABACA)
binary (AB)
or ternary
(ABA)
theme and
variations
original form
Expression –
Variety and
Contrast
pitch (high-low)
Timbre/Tone
Color
dynamics (f, mf,
mp, p)
movement
tempo (largo,
andante, allegro,
and presto)
instrument –
mallet, recorder,
keyboard,
electronic, found
sounds, band or
orchestra
instruments,
body percussion
articulation
(staccato –
legato)
vocal
Step 4 –The class brainstorms ideas why music was created – celebrations, ads, movies, events, dedications, sports, etc. From the
Elements of Music Menu, what elements might be used to demonstrate the purpose/intent.
Step 5 - The students, individually or collaboratively, decide how their musical ideas connect to a specific purpose and context.
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Step 6 -Students improvise musical phrases choosing from the Elements of Music Menu, and decide which best represent the connection
to the specific purpose and context they have chosen. Use a minimum of one from three different categories. Students document (notate
or audio/video record) their musical ideas that will be used in their compositions. Save this draft.
Plan and Make Procedure:
Step 7 - Students, working individually or in groups, complete the first two sections of Create: Plan and Make Worksheet stating their
connection to a specific purpose and context (e.g., social, cultural, and historical) and will make choices of compositional devices from the
Elements of Music Menu.
Step 8 -Students review their musical ideas (notated or recorded).
Step 9 -Students determine what musical ideas they like that connect to a specific purpose and context.
Step 10 - Save draft(s) to be evaluated (teacher/peers/self) using the rubric below.
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Create: Plan and Make Worksheet
Names of student or students in the group:
___________________________________
___________________________________
___________________________________
___________________________________
What is the purpose or intent of your composition?
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
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A) From the Elements of Music menu, choose at least one element from three different categories.
B) Explain how these elements show the purpose/intent of your composition.
What Element?
1
How does the element show the purpose/intent of the composition?
1
2
2
3
3
Explain your plan for putting your musical ideas together to create a composition and share with others.
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
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Write any ideas others give you:
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
Create: Plan & Make Worksheet Rubric
Criteria for Create:
Level 1
Plan & Make
Emerging
Worksheet
3 Elements of Music
Chose one element of
music which may or may
not be appropriate.
Connection to purpose Needs help connecting to
and context
purpose and context.
Plan
Needs assistance with
plan.
Level 2
Approaches Standard
Level 3
Meets Standard
Level 4
Exceeds Standards
Chose two appropriate
elements of music.
Chose three appropriate
elements of music.
Provides limited ideas
about connecting purpose
and context.
Provides limited ideas for
plan.
Identifies connection to
purpose and context
appropriately.
Provides several ideas in
plan.
Chose four or more
appropriate elements of
music.
Connects creatively to
purpose and context.
Provides a variety of
creative ideas in plan.
Step 11 – Create composition. Notate and/or record on provided staff paper, construction paper, recording devices, chart paper etc.
Evaluate and Refine Procedure:
Step 12 – Rehearse and record to evaluate your composition. Refine as needed. Share (show or perform) with the teacher/peers to
gather feedback
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Present Procedure:
Step 13 - Students present the final composition which is evaluated with the Final Composition Rubric.
Criteria
Use of Compositional
Devices (Elements of
Music Menu)
Connection to purpose
and context
Musical Ideas
Organization
FINAL COMPOSITION RUBRIC
Level 1
Level 2
Level 3
Emerging
Approaches Standard
Meets Standard
Chose one element of
Chose two appropriate
Chose three appropriate
music which may or may
elements of music.
elements of music.
not be appropriate.
Needs help connecting to Provides limited ideas
Identifies connection to
purpose and context.
about connecting purpose purpose and context
and context.
appropriately.
Needs assistance creating Includes a few interesting Includes several
interesting musical ideas. musical ideas.
interesting musical ideas.
Needs assistance
organizing musical ideas
to convey intent.
Has limited organization
to the musical ideas to
convey intent.
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Has clear beginning,
development, and ending
to convey intent.
Level 4
Exceeds Standards
Chose four or more
appropriate elements of
music.
Connects creatively to
purpose and context.
Includes original, unusual,
or imaginative musical
ideas and/or creative use
of sound.
Has creative use of
organization to vividly
convey intent.
Final Reflection:
Names of student or students in your group:
___________________________________
___________________________________
___________________________________
1= Never
___________________________________
2= Sometimes
3= Usually
4= Always
Answer each statement with the appropriate number that best describes how you or your group worked:
_____ If working in a group, each person contributed musical ideas for the final product.
_____If working in a group, each person contributed equally.
_____If working in a group, each person listened to others’ ideas.
_____I/we followed directions.
_____I/we completed the project on time.
_____If working in a group, we were cooperative.
If you or your group did not follow directions or complete the project, explain why:
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________
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What do you like best about your composition?
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________
What would you change about your composition if you could and why?
______________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________________________________
Extension – Arrangement Using Two Chord Accompaniment
1. For students who have completed Steps 1-14 and have extra time while others complete their projects, have them arrange their
composition using a two chord accompaniment
2. Arrange composition in a particular style (i.e., jazz, march, lullaby, blues, etc.)
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Knowledge and Skills [focusing on concepts required to successfully complete the task]
Knowledge
In order to complete these assessments, students need to know ...
Improvisational/Compositional Devices (Imagine and Plan & Make)
 rhythmic – use of repetition; rhythmic patterns; and silence (rests)
 melodic – use of repetitions; melodic patterns; tones;
 form – rondo (ABA, ABACA), AABA, theme and variations, and original form
 expression variety and contract (i.e., dynamics, tempo, texture, range, articulation)
Strategies for Improvising/Composing
 strategies for contrasting portions of the improvisation in a simple form, dynamics, or articulation for variety (Imagine and Plan & Make)
 strategies for creating a two chord harmonic accompaniment to a melody (Imagine and Plan & Make)
 strategies for varying the expression (Imagine and Plan & Make)
 strategies for adding rhythmic accompaniment (i.e., ostinato) (Imagine and Plan & Make)
Other
 how to notate (standard or iconic) or record musical ideas (Plan & Make)
 how to assess self and others using provided or developed criteria (Evaluate &Refine)
 how to present the composition exhibiting craftsmanship and originality and explain the connection to expressive intent (Present)
Skills
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

In order to complete these assessments, students need to be able to collaboratively and/or individually
echo patterns (Imagine)
create responses to a variety of calls (Imagine)
demonstrate a variety of improvisational techniques (Imagine)
select the musical ideas based on intent and context (Plan & Make)
explain the connection to purpose and context to another classmate and gather other ideas from those classmates - students need to be intentional about their
composition and be able to explain it to others (Plan & Make)
document musical ideas using standard and/or iconic notation and/or recording technology (Plan & Make)
gather feedback from others and refine musical work (Evaluate and Refine)
present a final musical work (Present)
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Key Vocabulary
Arrangement
binary (AB)
body percussion
composition
context (social, cultural, and historical)
elements of music (rhythm, pitch, harmony, dynamics, form, timbre, texture, articulation)
form
found sounds (environmental, technological,
improvisation
intention
major
minor
modal
notation – iconic and standard
ostinato
pattern
pentatonic
repetition
rondo – ABABA or ABACA
style
ternary (ABA)
theme and variations
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Strategies for Inclusion (Specially designed instruction and Differentiation Strategies (Instructional approaches that
support for students with disabilities to provide equitable learning
opportunities. This may be filled in by individual teachers based
on their own students’ needs.)
respond to individual student needs and strengths to maximize
student learning and success.)
Resource: (sample)
http://www.ascd.org/publications/books/100216/chapters/UnderstandingDifferentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx
 pre-assess to determine levels of student prior knowledge and abilities
 determine and teach to reduce learning gaps
 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.
Resource: (sample)
Resources [for task implementation]
Resources for teachers:
 worksheets scoring devices such as rubric, checklist, exit slip, etc.
Resources for students:
 digital audio or video recording device
 worksheets and scoring devices such as rubric, checklist, exit slip, etc.
Improvisation Resource
 Improvisation Games for Classical Musicians by Jeffrey Agrell (GIA2008)
Scoring Devices: Task-specific Rubrics (see above)
Teacher (T) or Student (S)
Echo Rubric (T)
Call & Response Rubric (T)
Create: Plan and Make Worksheet Rubric (T)
Final Composition Rubric (T)
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Assessment Focus
Anchor
Standards
Enduring
Understandings
Essential
Questions
Artistic Process
or Process
Components
Key Traits
Performance Standards
Imagine
Common Anchor #1
Generate and
conceptualize artistic
ideas and work.
The creative ideas, concepts,
and feelings that influence
artists’ work emerge from a
variety of sources.
How do musicians
generate creative
ideas?
Imagine
Generate and
conceptualize artistic ideas
and work
•
•
•
•
Explores, selects, and can explain
their musical reason for choosing
multiple sound sources for a
composition.
Exhibits unique and original ideas.
Can describe expressive intent
including a variety of creative and
complex compositional options.
Document musical/expressive ideas
so the can be reproduced accurately.
MU:Cr1.1.5
a. Improvise rhythmic, melodic, and
harmonic ideas, and explain connection
to specific purpose and context (such
as social, cultural, and historical).
Details their plan, providing key
steps/decisions for using selected
ideas.
Organizes musical ideas /
explorations with creative and
purposeful intent.
Connects selected musical ideas with
expressive intent
Uses music vocabulary accurately and
appropriately when describing musical
decisions.
MU:Cr2.1.5
a. Demonstrate selected and developed
musical ideas for improvisations,
arrangements, or compositions to
express intent, and explain connection
to purpose and context.
Uses appropriate (self-developed
and/or established) criteria to evaluate
and refine musical ideas to:
o
convey expressive
o
intent
o
improve craftsmanship
Uses music vocabulary accurately and
appropriately
MU:Cr3.1.5
b. Generate musical ideas (such as
rhythms, melodies, and accompaniment
patterns) within specific related
tonalities, meters, and simple chord
changes.
Plan and Make
Common Anchor #2
Organize and develop
artistic ideas and work
Musicians’ creative choices
are influenced by their
experience, context and
expressive intent.
How do musicians
make creative
decisions?
Plan & Make
Select and develop
musical ideas for defined
purposes and contexts
•
•
•
•
b. Use standard and/or iconic notation
and/or recording technology to
document personal rhythmic, melodic,
and two-chord harmonic musical ideas.
Evaluate and Refine
Common Anchor #3
Refine and complete
artistic work.
Musicians evaluate, and
refine their work through
openness to new ideas,
persistence, and the
application of appropriate
criteria
How do musicians
improve the quality
of their creative
work?
Evaluate &
Refine
Evaluate and refine
selected musical ideas to
create musical work(s) that
meet appropriate criteria
•
•
a. Evaluate, refine, and document
revisions to personal music, applying
teacher-provided and collaboratively
developed criteria and feedback, and
explain rationale for changes.
Present
Common Anchor #3
Refine and complete
artistic work.
Musicians’ presentation of
creative work is the
culmination of a process of
creation and communication
When is a creative
work ready to
share?
Present
Share creative musical
work that demonstrates
craftsmanship and exhibits
originality
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The work:
• Conveys original or unique ideas that
demonstrate the creator’s expressive
intent demonstrates craftsmanship in
and quality of the treatment of the
music elements
• Clearly communicates intent through
program notes or verbal explanation.
MU:Cr3.1.5
a. Present the final version of personal
created music to others that
demonstrates craftsmanship, and
explain connection to expressive intent.
Copyright © 2013 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. http://nccas.wikispaces.com
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