M.T410

Compose a Harmony Line

Students will compose a harmonizing part for a four- to eight-measure excerpt from a piece of music being used in their music class. The teacher will carefully chose a four- to eight-measure excerpt for each instrument or voice from one of the songs being studied in the class.

The students will be given time in class to create a harmony line of equal length for their principal instrument. At the end of the class period, the teacher will collect their completed work. The following music class, they will perform their harmony parts while another student or the teacher performs the original melody. Audio or video recording may be used for further reference in the project.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.

Teacher Booklet

Download PDF Download Word Doc

Student Booklet

Download PDF Download Word Doc

Leave Feedback for this Assessment

Assessment Info

T Task
Grades Array
Level Array
Approx. two 50 min class periods
2 Educator Effectiveness MethodThis assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.

Standards

Performance Standard
M.HS.C.1 – Demonstrate an appropriate level of musical understanding through interpretive decisions made when composing, improvising or arranging music.
Content Standard
ART.M.II.HS.4 – Compose music in several different styles, and demonstrate creativity in using elements of music for expressive effect.
VPAA Guideline
C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.
NCAS Anchor Standard
MU:Cr1 – Generate and conceptualize artistic ideas and work.

MU:Cr3 – Refine and complete artistic work.

This is an analytic rubric. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

Dimension
Stylistic Understanding
Creativity
Expression in Performance
Technique in Performance

The harmony part does not fit the style of the piece and consistently detracts from the melody line.
View Exemplar
The harmony part sometimes fits the style of the piece but it occasionally detracts from the melody line.
View Exemplars
View Exemplars
The harmony part fits the style of the piece and does not detract from the melody line.
View Exemplars
View Exemplars
View Exemplars
The harmony part fits the style of the piece and complements the melody line.
View Exemplars
View Exemplars

The harmony line mostly duplicates the rhythm and pitches of the melody.
View Exemplar
The harmony line sometimes duplicates the rhythm and pitches of the melody, but it also differs, at times adding interest.
View Exemplars
View Exemplars
The harmony line usually differs from and complements the melody line. It often adds interest.
View Exemplars
View Exemplars
View Exemplars
The harmony line consistently complements the melody line. The harmony and melody together create a cohesive, interesting whole.
View Exemplars
View Exemplars

The performance has little if any expressive content.
View Exemplar
The performance has some but minimal expressive detail. The two performers rarely if ever respond to one another’s interpretive decisions.
View Exemplars
View Exemplars
The performance is musically expressive. The two performers occasionally respond to one another’s interpretive decisions.
View Exemplars
View Exemplars
View Exemplars
The performance is richly expressive. The two performers consistently respond to one another’s interpretive decisions.
View Exemplars
View Exemplars

The performance lacks technical accuracy in several of the following dimensions: pitch, rhythm, articulation, and/or the tone quality of the performance is detracts from the performance.
View Exemplar
The performance lacks technical accuracy in one of the following dimensions: pitch, rhythm, articulation, and/or the tone quality of the performance is detracts from the performance.
View Exemplars
View Exemplars
The performance is technically accurate in terms of pitch, rhythm, articulation, and/or the tone quality of the performance does not detract from the performance.
View Exemplars
View Exemplars
View Exemplars
The performance is technically accurate in terms of pitch and rhythm. The articulation and tone quality of the performance are appropriate to the composition. The performance displays technical artistry.
View Exemplars
View Exemplars

Having trouble viewing videos?

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better?
Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted in the blogs to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback. Don't have an account? Register Here.

Teacher Booklet

Student Booklet

TEACHER SCORING RUBRIC

Stylistic Understanding

Creativity

Expression in Performance

Technique in Performance

Having trouble viewing videos?

Leave Feedback for this Assessment

Sign up for our newsletter to stay up to date with all of our assessments.