M.E111

Singing in Two Parts

Students will perform the song “The Ghost of John” with two vocal parts. Sample ostinati are included in this Booklet. The teacher and class also may create their own ostinato. Students should have learned the song and the vocal ostinato and performed them together in a class period prior to the assessment. During this assessment, students will be divided into groups of two, with one student singing the song and the other student singing the ostinato. Students then will reflect briefly on their performances, describing what they feel they did well or areas in which they could improve.

The teacher could allow both students in the pair to perform both parts (the ostinato and the song), but the time allowed for this activity would need to be doubled. The performance of each student will be video recorded for scoring later using the scoring rubric included. Students’ scores can be recorded in the MAEIA Classroom Score Summary provided on page 8 of the Teacher Booklet.

This item contains only a Teacher Booklet.

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

Teacher Booklet

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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

  • Pitch Accuracy

  • Rhythm Accuracy

  • Ensemble

  • Depth of Reflection

  • 1
  • 2
  • 3
  • 4

  • Student does not perform with pitch accuracy.

    N/A at this time.

  • Student is beginning to perform with pitch accuracy.

    N/A at this time.

  • Student performs with pitch accuracy most of the time.

    N/A at this time.

  • Student consistently performs with pitch accuracy.

    N/A at this time.

  • Student does not perform with rhythmic accuracy.

    N/A at this time.

  • Student is beginning to perform with rhythmic accuracy.

    N/A at this time.

  • Student performs with rhythmic accuracy most of the time.

    N/A at this time.

  • Student consistently performs with rhythmic accuracy.

    N/A at this time.

  • Student does not perform with his or her partner without losing his or her place or stopping.

    N/A at this time.

  • Student is beginning to perform with his or her partner without losing his or her place or stopping.

    N/A at this time.

  • Student performs with his or her partner without losing his or her place or stopping most of the time.

    N/A at this time.

  • Student consistently performs with his or her partner without losing his or her place or stopping.

    N/A at this time.

  • Student does not reflect upon what went well or what needed to be fixed in his or her performance.

    N/A at this time.

  • Student partially reflects upon what went well or what needed to be fixed in his or her performance.

    N/A at this time.

  • Student demonstrates ability to reflect upon what went well or what needed to be fixed in his or her performance.

    N/A at this time.

  • Student thoroughly and thoughtfully reflects upon what went well or what needed to be fixed in his or her performance.

    N/A at this time.
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