M.E130

Creating a Melodic Phrase

This assessment has two parts. In Part 1, each student will individually create a melodic consequent phrase in response to an antecedent phrase that is performed by the teacher for the song “Joshua Fit the Battle of Jericho.” In Part 2, students will individually sing their consequent phrases and then immediately reflect on their individual performances.

The performances and self-reflections should be video recorded for later teacher scoring using the Teacher Scoring Rubric and Student Self-Evaluation Rubric found on pages 6 and 8 of the Teacher Booklet. For this assessment, no Student Booklet is needed.

This item has not been field-tested by Michigan teachers.

Teacher Booklet

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Assessment Info

E Event
Grades Array
20-30 minutes
1 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. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

Standards

Performance Standard
M.EL.C.1 – Create a melodic line (e.g., a consequent phrase to an antecedent phrase, melodic line within a harmonic structure, extending a melodic idea) using their understanding of the elements of music to inform their creative decision-making.

M.EL.P.1 – Sing and play alone and with others a diverse repertoire of songs in both one and two parts with expression and accuracy.
Content Standard
M.I.K.1 – Demonstrate uses of the voice, proper instrumental technique, and steady beat.

M.I.1.3 – Sing and play expressively with phrasing and interpretation.

M.I.2.3 – Sing and play expressively with phrasing and appropriate dynamics.

M.II.EL.2 – Create, through exploration, improvisation, and composition, answers in the same style to given rhythmic and melodic phrases.

M.II.K.2 – Create, through exploration, improvisation, and composition, an answer to a melodic question.

M.II.2.2 – Create, through exploration, improvisation, and composition, answers that are rhythmic and melodic.
NCAS Anchor Standard
MU:Cr1 – Generate and conceptualize artistic ideas and work.

MU:Cr3 – Refine and complete artistic work.

MU:Pr5 – Develop and refine artistic technique and work for presentation.

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
Creating a Different Melodic Phrase

Student did not sing at all, or the student sang a melodic phrase that did not work at all with the song.
N/A at this time.
Student sang the same melodic phrase as in the song.
N/A at this time.
Student sang a different melodic phrase, but it did not entirely work with the song, although either the beginning or ending of the phrase made musical sense in the context of the song.
N/A at this time.
Student sang a different melodic phrase that worked well with the song.
N/A at this time.

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Teacher Booklet

Teacher Scoring Rubric

Creating a Different Melodic Phrase

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