Grade 5 Instrumental Music
Performing (Standard 1 & 2)
Execute selected major scales in correct rhythm. Play lesson etudes on pitch and in tempo. Perform characteristically with ensemble. Matches dynamics, articulation, and timbre of other members. Arrives prepared with proper materials. -
Receive and Respond (Standard 5 & 6)
Read eighth, quarter, half, and whole notes in varying time signatures. Notate symbols for pitch, rhythm, dynamics, and tempo. Read at sight a simple melody in 4/4 time.
Creating (Standards 3 & 4)
Compose an 8 measure melody using the given key and time signature. Compose an 8 measure melody using the given rhythms and key. Improvise melodic embellishments and rhythmic variations using the given example in specified major key. -
Contextual Knowledge (Standard 7, 8, & 9)
Make cultural parallels between American folk songs and Asian melodies played in ensembles. Evaluate the performance of the ensemble on a personal and group basis using the grading rubric. Make correlations between a given art era and the corresponding music era. Describe and analyze the performance of a professional ensemble such as orchestra or jazz band.
Playing Independently National Standard 2
Criteria - Students are given major scales and etudes written out or from band book. - Students will play their assigned music for the teacher. - Students will sight read a provided 8 bar melody in 4/4 time. - Students will be graded upon the activities using given rubric (4 being the highest level). Rubric 1. Accurate rhythm 2. Correct pitches and fingerings 3. Steady tempo 4. Plays with characteristic sound 5. Proper articulation 6. Sight reading accuracy 1 Most rhythms are missed 2. Pitches and A few accurate fingerings pitches 3. Steady tempo Unsteady tempo 4.Characteristic Sound is sound developing 1. Rhythm 5. Articulation 6. Sight reading 2 Some rhythms are accurate Some accurate pitches Tempo mostly steady Average tone and sound 3 Mostly accurate rhythm Mostly accurate pitches Minor changes in tempo Proper characteristic tone/sound Most articulations correct Most pitches/rhythm correct 4 All rhythms are correct All pitches correct Always steady tempo Exceptional characteristic tone/sound Articulations always correct Exceptional; All pitches/rhythm correct
No articulations Few used articulations correct Sight reading is Average; Some not accurate correct pitches/rhythm
Creating Music National Standard 4
Criteria - Teacher will provide a specified key and set of rhythms to use. - Students will compose an 8 bar melody using the specifications. - Students will analyze their piece for explanation. - Students will perform their piece. Rubric 1. Uses correct given specifications 2. Properly analyzes the piece 3. Performance 1. Uses correct rhythm and pitches 2. Analysis 3. Performance 1 Student did not follow guidelines No analysis turned in Did not perform piece 2 Some pitches and rhythms were correct 3 Most pitches and rhythms were correct Some incorrect terms in analysis Another student performed the piece 4 All guidelines met Proper analysis Student performed their own piece
Receive and Respond National Standard 6
Criteria - Teacher will provide various types of musical form for students to find. - Students will find a piece the matches one of the given forms. - Students will identify and explain what form the music matches. - Students will bring an example of music to listen to. Rubric 1. Music matches one of the given forms. 2. Analysis and explanation is provided. 3. Music example is provided
1. Matches given form 2. Explanation
1 Song does not match any form No explanation given No example brought
2 Form is not one of the given
3 Form used is one of given but music does not match Explanation is correct to form or song but not both
4 Form is given and correct Explanation is correct Example is brought
3. Music example
Contextual Knowledge Standard 7
Criteria - Following the performance the students will fill out two evaluations. - Students will reflect on how the ensemble performed. - Students will critique their own part of the performance including showing up on time, bringing proper materials, and playing during the concert. - Teacher will evaluate if the student was accurate with evaluation. Rubric Ensemble 1. Following the conductor 2. Attentively listening while not playing 3. Rehearsal preparation 4. Quality of performance related to rehearsal Individual 1. Brought music, instrument, and all other needs 2. Showed up and ready at or before the stated call time 3. Followed dress code 4. Prepared music before concert 5. Performed to level of practice 6. Concentrated throughout concert 7. Personal thoughts Teacher 1. The ensemble portion accurately reflected the performance and group participation of student 2. The individual portion was honest and accurate 3. If inaccurate, was the student too harsh or generous
Band Evaluation 1 Band often strayed from conductor and ensemble 2. Attentiveness Extra noise was distracting 1. Followed conductor 3. Rehearsal preparation 4. Quality of performance Group was not prepared Concert could put you to sleep 2 A few members seemed to get away from the whole group Extra noise was noticeable Few members of ensemble were prepared Concert was boring to attend 3 4 Followed well Band was except for a few always with the entrances conductor Few noises such as papers Most of ensemble was prepared Concert was fun to listen to Quiet from band when not playing The whole ensemble was prepared Listeners were on the edge of their chair 4 Had all materials Arrived and ready by call In dress code Spent little time practicing Missed a few extra notes Usually not focused Spent quite a bit of time practicing As good as rehearsal A few mental slips Spent plenty of time and knew music Better than rehearsal Always focused
Individual Evaluation 1. Brought music and instrument 2. Arrive on time 3. Dress code 1 Had no materials Arrived late 2 3 Forgot some music Arrived just at Arrived early call but ready at call
Not in dress code 4.Practice/Preparation Spent no time practicing 5. Quality of performance 6. Concentration Thoughts: Not as good as rehearsal Not concentrated
Teacher Assessment Ensemble reflection accurate Individual reflection accurate Gap of evaluation 1 Not accurate Not accurate Overly positive Slightly positive 2 3 A lot of valid points A lot of valid points Slightly negative 4 Very accurate Very accurate Overly negative
5th Grade Instrumental Music Assessment
Playing
Independently
1. Rhythm
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
2. Pitches
and
fingerings
3. Steady
tempo
4. Characteristic
sound
5. Articulation
6. Sight
reading
Creating
Music
1. Uses
correct
rhythm
and
pitch
2. Analysis
1
1
1
2
2
2
3
3
3
4
4
4
3. Performance
Receive
and
Respond
1. Matches
given
form
2. Explanation
3. Music
example
Contextual
Knowledge
Band
1. Followed
conductor
2. Attentiveness
1
1
1
2
2
2
3
3
3
4
4
4
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
3. Rehearsal
preparation
4. Quality
of
performance
Individual
1. Brought
music
and
instrument
2. Arrive
on
time
3. Dress
code
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
4. Practice/Preparation
5. Quality
of
performance
6. Concentration
Teacher
1. Ensemble
reflection
accurate
2. Individual
reflection
accurate
3. Gap
of
evaluation
1
1
1
2
2
2
3
3
3
4
4
4
