12-15-08 Grade 5 “Zoo Tunes”

Grade 5 Music
Zoo Tunes
Revised 2008
Student Name
Student Score – (Circle number)
Creating
4 3 2 1 0
Performing
4 3 2 1 0
Responding
4 3 2 1 0


Directions for Administering the

Washington Classroom - Based Performance Assessment (CBPA)

Grade 5 Music

Zoo Tunes (Revised 2008)

Introduction

This document contains information essential to the administration of the Washington Classroom - Based Performance Assessment (WCBPA) of Music, Zoo Tunes.

1.  Prior to administration as an assessment, all students should have received instruction in the skills and concepts being assessed.

2.  Please read this information carefully before administering the performance assessment.

3.  This CBPA may be used as an integral part of instruction, and/or formative assessment, summative assessment, culminating project, alternative education packets of instruction, lesson plans, substitute plans, pre- and -post assessment, accumulating student learning data, individual student portfolio item, use of data teaming and individual/district professional development, professional learning communities, and in whatever capacity the teacher finds useful to improve arts and all instruction and student learning.

Description of the Performance Assessment

Students taking this performance assessment will respond to a performance prompt.

• Performance prompts ask the students to perform based on the criteria outlined in the prompt.

• It is recommended that performances and verbal responses be recorded to facilitate scoring and to document each student’s creative work.

Materials and Resources

Students will need the following materials and resources to complete this performance

assessment:

•  A variety of instruments (e.g., drums, claves, rhythm sticks, recorder, Orff instruments, etc.)

•  classroom set of reproduced student prompts

•  classroom set of reproduced staff paper (you may use a larger staff paper than the one provided if you choose to do so)

•  sharpened pencils

•  blank writing paper — blank response box provided

•  audio/visual recording device, and

•  private performance space for recording, if possible.

Teacher Assistance with CBPAs

·  Authorized school personnel, school authorized volunteers; paraprofessional staff, etc. were used in state pilots with great success.


Teacher Preparation Guidelines

• Provide time for teacher feedback after the student rehearses his/her zoo animal prior to the performance.

• Teacher provides a sign for each student with the name of the school district, school, student name, student number, and the name of the animal. The student will state their school, name, number, and the name of his/her animal.

• The blank Response Sheet is for creative notation.

• Time should not be an issue, as each student will be unique in his/her performance.

Teacher Preparation Guidelines (continued)

• Students should not be timed.

• Teachers should not prompt the student.

• The teacher will remind the students that the musical elements are: beat; rhythm, pitch, melody, harmony, texture, timbre/tone color, form, expression (dynamics, tempo)

• You may use the following staff paper Response Sheet, and/or staff paper that you create for this assessment.

Suggestions for Time Management

Students may have as much time as they need to complete the task. Time suggestions are a guide and may be shortened or lengthened to meet individual class and student circumstances. A suggested timeframe is the following three - day model:

Day One Suggested Time:

• 15 minutes: The teacher provides the class with the item and reads it aloud. It is recommended and encouraged that the teacher reviews the glossary and scoring rubrics with students. The students may ask questions. The teacher answers any questions asked.

• 20 minutes: The students have approximately 20 minutes to create and notate the composition.

• 10 minutes: Each student prepares a description of the composition.

Day Two Suggested Time:

• 10 minutes: The students rehearse the composition.

• 25 minutes: Each student describes and performs his or her composition individually.

• Teacher provides a performance sign for each student with the name of the school district, school, student name, student number, and the name of the animal. The student will state their school, name, number, and the name of his/her animal.

• The students turn in their written compositions and notations at the end of Day Two.


Day Three Suggested Time:

• 5 minutes: The students who have not yet performed have approximately 5 minutes to review and rehearse their compositions, but should not make changes to the composition at this time.

• 30 minutes: The remaining students describe and perform their compositions individually.

All students who remain productively engaged in the test should be allowed to finish their work. In some cases, a few students may require considerably more time to complete the task than most students; therefore, you may wish to move these students to a new location to finish. In other cases, the teacher’s knowledge of some students’ work habits or special needs may suggest that students who work very slowly should be tested separately or grouped with similar students for the test.

Test Administration

The following is the prompt that students will receive. Instruct the students to look at the prompt. Have the students read the directions to themselves as you read them aloud. Answer any questions the students may have before you instruct them to begin.

Say: Today you will take the Grade 5 Washington Classroom - Based Performance Assessment (CBPA) of Music entitled “Zoo Tunes.”

Zoo Tunes

A local zoo is looking for fifth grade music students to entertain its visitors during the summer. You are a musician who would like to be one of the entertainers. The zoo director requires you to perform the following task to determine whether you are selected.

During your audition, the zoo director asks you to create a composition about an animal. Your composition must follow the audition guidelines. You will be evaluated on your use of different musical elements and form. The zoo director requires that you perform your composition with your voice or instrument and fill out a response sheet regarding your composition.

The zoo director tells you that you must meet the following guidelines for creating your composition:

• Choose an animal and determine the voice or instrument that represents it best.

• Write a composition in ABA form using standard or non-standard notation.

• Correctly label each section of the composition using the letters A, B, and A.

• Create a composition that is 12 measures or more in length - example: Section A is 4 measures, Section B is 4 measures, then repeat the four measures of Section A again.

(Note: If you are using non-standard notation your piece will run approximately 15- 20 seconds in length.)

• Notate your composition either on the staff paper or on the blank paper provided, so that it is readable and performable. If using non-standard notation, a legend or definition of symbols should be included.

• Demonstrate at least three of the following musical elements in your notation while portraying your animal:

·  beat

·  rhythm

·  pitch

·  melody

·  harmony

·  texture

·  timbre/tone color

·  dynamics

·  tempo

For your performance, the zoo director requires you to:

• tell what animal you chose,

• identify the musical elements (3 minimum) you chose to portray your animal,

• identify how the musical elements you chose reflect the animal,

• perform your composition in ABA form,

• perform your piece without noticeable interruption, and

• perform using proper technique for your voice or instrument.

The zoo director expects you to create, rehearse, and perform your composition. Then fill out the response sheet provided.


Standard Notation Page


Non-Standard Notation Page

(include a legend)


Response Page

The zoo director asks you to complete the following questions with a short answer response.

1. My instrument is______.

2. How did your instrument represent the animal you selected in your composition? ______

______

3. Identify the three musical elements you chose to portray your animal such as beat, rhythm, pitch, melody, harmony, texture, timbre/tone color, dynamics and tempo.

Musical element #1: ______

Musical element #2: ______

Musical element #3: ______

4. Using music vocabulary, describe in detail how you applied each of these three musical elements in your composition. (Example: I used a fast tempo to portray my animal running through the woods and a slow tempo to portray my animal at rest.)

Musical element #1 (Name of element and relationship to your composition):

Musical element #2 (Name of element and relationship to your composition):

Musical element #3 (Name of element and relationship to your composition):


Washington Classroom - Based Performance Assessment (CBPA)

Zoo Tunes

Grade 5

Music Glossary

ABA - a three - part form in music where the first and last parts are the same and the middle part is different

beat - the steady pulse in music

composition - the act of arranging the elements of music using the principles of organization to create a musical piece

dynamics - the loudness and quietness of sound

pianissimo (pp) - very quiet

piano (p) - quiet

mezzo - piano (mp) - medium quiet

mezzo - forte (mf) - medium loud

forte (f) - loud

fortissimo (ff) - very loud

form - the design or structure of a musical composition

harmony—sounding two or more tones at the same time

instrument—a musical device (voice, strings, woodwinds, brass, percussion)

measure—the space between bar lines

melody—a series of musical notes arranged one after another

musical elements - the basic components that make up a musical work: beat/rhythm, expression (dynamics, style, tempo, phrasing), form, harmony, melody, notation, pitch, texture, timbre/tone color

notation - the writing of notes and symbols

note - a symbol used for a musical tone

pitch - the highness or lowness of a tone

rhythm - patterns of sound and silence

tempo - the pace at which a piece of music is performed

slow (adagio)

medium (moderato)

fast (allegro)

texture – the character of music that results from the ways in which the vertical and horizontal elements are combined

timbre - the tone quality or color of a singing voice or a musical instrument


Washington Classroom - Based Performance Assessment (CBPA)

Zoo Tunes Rubrics

Creating Rubric (1.1 and 2.1)

4 / A 4 - point response: The student demonstrates each of the following:
·  creates a composition using standard or non-standard notation so that it is readable and performable,
·  creates an original composition in ABA form,
·  correctly labels each section of the composition, and
·  creates a composition using at least three of the identified musical elements.
3 / A 3 - point response: The student demonstrates three of the four required criteria listed above.
2 / A 2 - point response: The student demonstrates two of the four required criteria listed above.
1 / A 1 - point response: The student demonstrates one of the four required criteria listed above.
0 / A 0 - point response: The student demonstrates little or no understanding of the task and does not include any of the four required criteria.

Performing Rubric (1.2 and 2.2)

4 / A 4 - point response: The student:
·  performs the written notation,
·  performs the three identified musical elements,
·  maintains focus and performs without noticeable interruption, and
·  performs using proper technique for the voice or instrument of their choice.
3 / A 3 - point response: The student demonstrates three of the four required criteria listed above.
2 / A 2 - point response: The student demonstrates two of the four required criteria listed above.
1 / A 1 - point response: The student demonstrates one of the four required criteria listed above.
0 / A 0 - point response: The student demonstrates little or no understanding of the task and does not include any of the four required criteria.

Responding Rubric (2.3)

4 / A 4 - point response: The student:
·  identifies how the selected instrument or voice was used to represent the animal in his/her composition,
·  identifies and describes in his/her own words with appropriate music vocabulary one musical element,
·  identifies and describes in his/her own words with appropriate music vocabulary a second musical element, and
·  identifies and describes in his/her own words with appropriate music vocabulary a third musical element.
3 / A 3 - point response: The student demonstrates three of the four required criteria listed above.
2 / A 2 - point response: The student demonstrates two of the four required criteria listed above.
1 / A 1 - point response: The student demonstrates one of the four required criteria listed above.
0 / A 0 - point response: The student demonstrates little or no understanding of the task and does not include any of the four required criteria.


Scoring Notes

The following scoring notes should be used as guidelines when scoring this item.

• On the Responding Rubric, any animal (or reptile or bird or insect) is acceptable and should be credited.

• On the Responding Rubric, the descriptions of the musical elements include music vocabulary to be credited. For example, a discussion of pitch should address high and low sounds, and a description of tempo should discuss the idea of fast or slow.

• On the Responding Rubric, in order for a student to receive credit, the response must contain three things: 1) identify an element, 2) describe that element adequately (as explained above), and 3) include that element in the musical piece. If all three of these aspects are not included, then the point will not be earned for that element.

• On the Responding Rubric, credit can be earned for timbre if the student is using an instrument with tonal quality. For example, the response: “I used an alto xylophone” would be acceptable.

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