M.E431

Composer Intent

Students will listen to a complete musical work, movement of a musical work, or excerpt from a musical work and describe how a composer or musical artist uses elements of music to evoke an intended extramusical mood or scene or, in the case of a soundtrack, how the composer uses elements of music effectively to accompany visual images and enhance the viewing experience. Musical examples to be analyzed can include music from the repertoire of the class, program music, movie/television soundtracks (with accompanying video), popular music, and music of various cultures.

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

Teacher Booklet

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Student 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

  • Correspondence of Musical Elements to Intended Mood/Scene

  • Accuracy of Supporting Details

  • 1
  • 2
  • 3
  • 4

  • Student accurately identifies one musical element and discusses how it is manipulated to evoke the intended mood/scene or to enhance visual images.

    N/A at this time.

  • Student accurately identifies two musical elements and discusses how they are manipulated to evoke the intended mood/scene or enhance visual images.

    N/A at this time.

  • Student accurately identifies three musical elements and discusses how they are manipulated to evoke the intended mood/scene or enhance visual images.

    N/A at this time.

  • Student accurately identifies four or more musical elements and discusses how they are manipulated to evoke the intended mood/scene or enhance visual images.

    N/A at this time.

  • Student uses the incorrect application of musical elements to justify and defend assertions (e.g., referring to phrases when discussing form).

    N/A at this time.

  • Student occasionally uses the correct application of musical elements to justify and defend assertions (e.g., referring to phrases when discussing form).

    N/A at this time.

  • Student usually uses the correct application of musical elements to justify and defend assertions (e.g., referring to phrases when discussing form).

    N/A at this time.

  • Student consistently uses the correct application of musical elements to justify and defend assertions (e.g., referring to phrases when discussing form).

    N/A at this time.
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