Music Teacher
Singing Assessment Packet
for Grades 1 – 5
Directions for Music Teachers The following set of assessments is for grades 1 through 5 which focus on singing. The assessments were designed to align with the Colorado Content grade level standards or the skill Standard 1 -­‐ Expression of Music. Each grade level has its own student prompt, rubric and set of suggested song selections that align with that grade level standard. It is suggested that you have students learn these songs as a part of your curriculum throughout the year, before assessing. It is recommended that if you have students sing in small groups or solo, that you have them practice this in class before the assessment. Create a management plan that creates an environment that supports this type of assessment. Video and or audio recording is also an option for scoring at a later time. 1st Grade Assessment – Echo Canyon Standard 1 – Expression of Music Singing Assessment – DOK 2 1. a. Use the head voice to produce a light, clear sound 2. a. Perform four-­‐beat patterns that include sol-­‐mi-­‐la or mi-­‐re-­‐do pitches and , , The students will perform short patterns that include sol-­‐mi-­‐la or mi-­‐re-­‐do pitches and , using the head voice to produce a light, clear sound when echoing the teacher. The student should -­‐ • Sing on pitch • Perform the rhythm correctly • Listen and respond to the teacher • Sing in their head voice with a light clear tone • Know that their singing voice is different from their speaking voice • Know how to sing and reproduce so, mi, la, re, do pitches • Know how to produce a head voice The student will respond to the given teacher prompt. The teacher may select from the given samples: Song Selections – Spotlight on Music Grade 1 So, mi, la – Snail, Snail (page T252, CD 11:31) Rain, Rain Go Away – (page T259, CD12:13) Acka, Backa Soda Cracka (page T256, CD 12:2) Lucy Locket (page T253, CD 11:34) Mi, re, do – Mary’s Coal Black Lamb – (page T286, CD 13:22) Na Bahia Tem – (page T297, CD 13:44) Student Prompt – Echo Canyon Today you are going to play a music game called “Echo Canyon.” An echo is when your voice bounces back to you and repeats what you just sang or spoke. This is like when you look in a mirror and you see your reflection. When the teacher sings please sing back what you hear. Wait for your turn in the game and listen quietly to others while they sing. Use your best singing voice to play the game. Teachers will use the following rubric to score the student results. , 2nd Grade Assessment – Music Mountain “Range” Standard 1 – Expression of Music Singing Assessment – DOK 2 1.a. Use the head voice to produce a light, clear sound 2.a Perform four-­‐ and eight-­‐beat patterns that include do, re, mi, sol, la pitches (pentatonic scale) and half notes, whole notes, half rests, and whole rests. The students will sing short patterns that include do-­‐re-­‐mi-­‐so-­‐la pitches and , whole notes, and half and whole rests. , , half and The studetns should -­‐ Sing on pitch Perform the rhythm correctly Sing in their head voice with a light clear tone Know that their singing voice is different from their speaking voice Know how to sing and reproduce so, mi, la, re, do pitches Know how to produce a head voice Know when how to respond to symbols representing sounds and silences The teacher may select from the given samples •
•
•
•
•
•
•
Song Selections – Spotlight On Music Grade 2 Dance Together pg. 264, CD 14:1, (eighth, quarter, do-­‐re-­‐mi-­‐so-­‐la) Harvest pg. 342, CD 17:12, (eighth, quarter, half, quarter rest, do-­‐re-­‐mi-­‐so-­‐la) Here Comes a Bluebird, pg. 263, CD 13:51, (eighth, quarter, half, do-­‐re-­‐mi-­‐so-­‐la) Knock on Cymbals, pg. 265, CD 14:10, (quarter, eighth, half, so-­‐re-­‐mi-­‐so-­‐la) Pair or Pears, pg. 265, CD 14:7, (quarter, eighth, do-­‐re-­‐mi-­‐so-­‐la) Land of the Silver Birch, Pg. 88, CD 5:5, (half, quarter, whole, low la-­‐do-­‐mi-­‐so-­‐high la) Eating Lizards, pg. 250, CD 12:42, (quarter, eighth, quarter rest/2 rests together, mi-­‐so-­‐la) Who’s That Tapping At the Window, pg. 261, CD 13:40 (quarter, eighth, half, quarter rest, do-­‐re-­‐
m-­‐so) Student Prompt – Music Mountain “Range” Today you are going to sing one of the songs you all ready know and I will be listening to see if you are on pitch and using the correct rhythms. Use your best singing voice and don’t be nervous! Teachers will use the following rubric to score the student results 3rd Grade Assessment – Climbing Higher Standard 1 – Expression of Music Singing Assessment – DOK 2 2.a Perform more complex patterns that include do, re, mi, sol, la, high do, low sol, and low la (extended pentatonic scale) and sixteenth and dotted half notes Students will sing an 8 beat excerpt from existing grade level repertoire. Students should be able to demonstrate their musical knowledge through an accurate performance of learned songs with -­‐ -­‐ Rhythmic accuracy -­‐ Pitch accuracy -­‐ Good vocal technique The knowledge and skills assessed will be the students’ ability to accurately sing the given selection. Students will sing grade level and previous grade level pitch and rhythm expectations. The teacher may select from the given samples: The teacher may select from the given samples: Song Selections – Spotlight on Music Grade 3 Ding Dong Diggy Diggy Dong, page 269, CD 12:16 (sixteenth notes and high Do) Turn the Glasses Over, page 260, CD 11:50 (missing high Do only) Jingle at the Window, page 268, CD 12:13 (sixteenth, missing low sol) Hey Motswala, page 34 CD 2:8 (has dotted half) Taps, page 281, CD 13:2 (dotted half) Cornstalk Fiddle and a Shoestring Bow, page 284, CD 13:13 (missing low sol) Student Prompt – Climbing Higher During music class this school year we have learned several songs. With each song we are striving to keep you challenged with more pitches and difficult rhythms. This is similar to taking a mountain hike when you climb higher and the terrain becomes more difficult to walk on. Today you are going to sing a song you already know and I will be listening to see if you are on pitch and using correct rhythms. Use your best singing voice and don’t be nervous! Teachers will use the following rubric to score the student results 4th Grade Assessment – Scaling Music Mountain Standard 1 – Expression of Music Singing Assessment – DOK 2 1.c. Using correct posture, breathing, and diction 2.a Perform patterns that include do, re, mi, fa, so, la, ti, high do, low so, low la and dotted quarter with an eighth, and triplet rhythms The students perform song selections that include expected grade level patterns: do-­‐re-­‐mi-­‐fa-­‐so-­‐
la-­‐ti-­‐high do, low so, low la pitches and, dotted quarter-­‐eighth, and triplet rhythms The students should – • Sing on pitch • Perform the rhythm correctly • Sing in their head voice with a light clear tone • Sing with correct posture, breathing, and diction • Posture and breathing affect vocal quality • Know how to sing and reproduce do-­‐re-­‐mi-­‐fa-­‐so-­‐la-­‐ti-­‐high do, low so, low la pitches • Good diction assists in communicating the message of the song. • Know how to respond to symbols representing rhythms including dotted quarter-­‐eighth and triplets The teacher may select from the given samples: Song Selections – Spotlight on Music Grade 4 All Through the Night, pg. 277, CD 15:26, (do-­‐re-­‐mi-­‐fa-­‐so-­‐la-­‐ti-­‐do, dotted quarter, eighth) The Bell Doth Toll, pg. 276, CD 15:22, (low so, low ti, do-­‐re-­‐mi-­‐fa-­‐so-­‐la) Chairs to Mend, pg. 272, CD 15:7, (low so, do-­‐re-­‐mi-­‐fa-­‐so-­‐la) My Homes in Montana, pg. 274, CD track 15:14, (do-­‐re-­‐mi-­‐fa-­‐so-­‐la-­‐do) Pat Works On the Railway, pg. 86, CD 5:11, (low la,low so, do, re, three joined eighth notes) MacNamara’s Band, pg. 88, CD 5:14, (low so, do-­‐re-­‐mi-­‐fa,so three joined eighth notes) Oliver Cromwell, pg. 269, CD 14:31, (Low do, mi-­‐fa-­‐so, high do, three joined eighth notes. Eight Bells, pg. 281, CD 16:6, (low so, low la, low ti, do-­‐re-­‐mi-­‐fa-­‐so-­‐la, three joined eighth notes) Student Prompt – Scaling Music Mountain Today you are going to sing one of the songs you all ready know and I will be listening to see if you are on pitch, using the correct rhythms, good posture and breathing. Be sure sing your words clearly and enunciate. Use your best singing voice and don’t be nervous! Teachers will use the following rubric to score the student results 5th Grade Assessment – The Summit of Music Standard 1.Expression of Music DOK 2 2.a Perform patterns that include the following rhythms: sixteenth/sixteenth-­‐ eighth, eighth-­‐sixteenth/sixteenth, eighth-­‐quarter-­‐eighth, and ties 2.b Perform patterns that include the pitches of the major scale Students will sing an 8 beat excerpt from existing grade level repertoire. Students should be able to demonstrate their musical knowledge through an accurate performance of learned songs. -­‐Rhythmic accuracy -­‐Pitch accuracy -­‐Good vocal technique The knowledge and skills assessed will be the students’ ability to accurately sing the given selection. Students will sing grade level and previous grade level expectations for rhythm and pitch. The teacher may select from the given samples: Song Selections – Spotlight on Music Grade 5 Book: John Kanaka, page 249, CD 14:13 (tie, eight-­‐quarter-­‐eighth) Old Turkey Buzzard, page 264, CD 16:7 (eighth-­‐2sixteenth, 2sixteenth-­‐eighth) Los Maizales, page 268, CD 16:17 (sixteenth-­‐eighth-­‐sixteenth) The Caissons Go Rolling Along, page 37, CD 2:21 (eight-­‐quarter-­‐eighth) Joshua Fit the Battle of Jericho, page 126, CD 7:9 (many rhythms) Student Prompt – The Summit of Music During music class this school year we have learned several songs. With each song we are striving to keep you challenged with more pitches and difficult rhythms. This is similar to taking a mountain hike when you climb higher and the terrain becomes more difficult to walk on. Today you are going to sing a song you already know and I will be listening to see if you are on pitch and using correct rhythms. Use your best singing voice and don’t be nervous! Teachers will use the following rubric to score the student results