M.T209

Arrange an Accompaniment for a Simple Song using Nonpitched Instruments

Arrange an Accompaniment for a Simple Song using Nonpitched Instruments

In this assessment, students will create an arrangement based on a nursery rhyme or song. Working in groups created by the teacher, students will create their arrangements using non-pitched instruments. They will be expected to perform the micro and/or macro beats, create an ostinato, an introduction, and a coda, and use dynamics. This will be noted on the arrangement worksheets found in the Student Booklet. Students will write the same responses on their arrangement worksheet if they are in the same group. Before their performance, students will decide who in their group will perform which part in their group arrangement and will rehearse their performance. Students will perform their arrangements on traditional or nontraditional instruments. Their performances will be video recorded for later scoring.

For this assessment, students should have had previous experience using class percussion instruments, nontraditional sound sources (e.g., the music group STOMP), or electronic sound sources through the use of apps on a device such as an iPad. Students need previous exposure to rhymes or songs and rhythm patterns in duple and triple meters. Students should have previous experience arranging and performing, using duple and triple meters, and playing ostinati, micro and/or macro beats, introductions, codas, and dynamics.

This assessment may be easier to implement if someone other than the teacher supervises the video recording of the performances. If this is not possible, the teacher should be careful to ensure that students who are performing stay in the video frame during the recording process.

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


These are analytic rubrics. 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–ARRANGEMENT WORKSHEET

  • Dimension
  • Completion

  • Creativity

  • 1
  • 2
  • 3
  • 4
  • The arrangement is not complete. Fewer than half of the required elements are included.

    N/A at this time.
  • At least half of the required elements are included.

    N/A at this time.
  • Most of the required elements are included. Some may be missing details.

    N/A at this time.
  • All of the required elements are accurately and thoroughly completed.

    N/A at this time.
  • The responses that are present, if any, are not related to musical element under which they are written.

    N/A at this time.
  • The arrangement is very basic. Responses are mostly related to the musical elements under which they are written.

    N/A at this time.
  • The arrangement is somewhat creative. Responses under each element are mostly thorough.

    N/A at this time.
  • The arrangement is exceptionally creative. Responses under each element are thorough and descriptive.

    N/A at this time.

TEACHER SCORING RUBRIC–PERFORMANCE

  • Dimension
  • Pitch Accuracy

  • Rhythm Accuracy

  • Ensemble Playing

  • 1
  • 2
  • 3
  • 4
  • Student seldom plays the correct notes.

    N/A at this time.
  • Student sometimes plays the correct notes.

    N/A at this time.
  • Student mostly plays the correct notes.

    N/A at this time.
  • Student consistently plays the correct notes.

    N/A at this time.
  • Student seldom plays the correct rhythms.

    N/A at this time.
  • Student sometimes plays the correct rhythms.

    N/A at this time.
  • Student mostly plays the correct rhythms.

    N/A at this time.
  • Student consistently plays the correct rhythms.

    N/A at this time.
  • Student seldom plays together with the group. He or she is consistently not in tempo with the group and is playing at a dynamic level that is different from the rest of the group.

    N/A at this time.
  • Student sometimes plays together with the group. He or she may not be in tempo and may be playing at a dynamic level that is different from the rest of the group.

    N/A at this time.
  • Student mostly plays together with the group. He or she plays in tempo but may be playing at a dynamic level that is different from the rest of the group.

    N/A at this time.
  • Student consistently plays together with the group. He or she is in tempo and playing at the same dynamic level as the rest of the group.

    N/A at this time.
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