M.E331

Comparing and Contrasting Musical Performances

Comparing and Contrasting Musical Performances

Students will identify similarities and differences between two musical performances of the same piece. Students then will complete the compare/contrast worksheet provided in the Student Booklet.

Prior to the assessment, students should have a working vocabulary of musical concepts, including melody, harmony, rhythm, dynamics, form, timbre, interpretation, and expression. Students should have had previous experience listening to and critically analyzing musical examples. The teacher should model comparing and contrasting musical examples and analyzing musical performances in advance of the assessment.

Teachers should choose two performances of a piece that they determine to be appropriate. Teachers might use performances of a piece that they are rehearsing in class or may be rehearsing in the future.

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


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
  • Similarities in Musical Examples

  • Differences in Musical Examples

  • Use of Terminology

  • 1
  • 2
  • 3
  • 4
  • Student identifies and describes zero to two similarities between the musical examples. Similarities are described with little or no detail.

    N/A at this time.
  • Student identifies and describes three similarities between the musical examples. Similarities are described with little detail.

    N/A at this time.
  • Student identifies four similarities between the musical examples. Similarities are described thoughtfully and with some detail.

    N/A at this time.
  • Student identifies five or more similarities between the musical examples. Similarities are described thoughtfully and thoroughly.

    N/A at this time.
  • Student identifies and describes zero to two differences between the musical examples. Differences are described with little or no detail.

    N/A at this time.
  • Student identifies and describes three differences between the musical examples. Differences are described with little detail.

    N/A at this time.
  • Student identifies four differences between the musical examples. Differences are described thoughtfully and with some detail.

    N/A at this time.
  • Student identifies five or more differences between the musical examples. Differences are described thoughtfully and thoroughly.

    N/A at this time.
  • Student uses few or no music terminology to describe the musical examples.

    N/A at this time.
  • Student uses some music terminology to describe the musical examples. Terminology is sometimes accurate.

    N/A at this time.
  • Student uses music terminology to describe the musical examples. Terminology is accurate most of the time.

    N/A at this time.
  • Student makes accurate and frequent use of music terminology to describe the musical examples.

    N/A at this time.
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