M.T410

Compose a Harmony Line

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.


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

  • 1
  • 2
  • 3
  • 4
  • 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 forums or 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.

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

Sign Up Now!