M.T415

Concert/Album Review for TV

Concert/Album Review for TV

Students will watch or listen to a concert recording or an album and present a review in the form of a television report. Most of the work will be done on the student’s own time.

The students will each select a recording of an appropriate performance. After watching or listening to the entire performance or album, students will choose three selections from the larger recording to analyze, using music vocabulary appropriate to the performance medium (band, choir, orchestra, pop, jazz, rock, for example).

The final submitted product will be a five-minute video, uploaded online, in which students deliver their critique directly to the camera as if they were on TV.

This item has not yet been field-tested.


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
  • Assignment Completion

  • Use of Vocabulary

  • Depth of Content

  • Language Conventions

  • 1
  • 2
  • 3
  • 4
  • Student has followed none or almost none of instructions correctly. None or almost none of assignment specifications are followed, and none or almost none of requisite elements are included.

    N/A at this time.
  • Student has followed few or a minority of instructions correctly. Few or a minority of assignment specifications are followed, and few or a minority of requisite elements are included.

    N/A at this time.
  • Student has followed some instructions correctly. Some assignment specifications are followed, and some requisite elements are included.

    N/A at this time.
  • Student has followed all or nearly all instructions correctly. All or nearly all assignment specifications are followed, and all or nearly all requisite elements are included.

    N/A at this time.
  • Uses little or no musical vocabulary or uses vocabulary incorrectly.

    N/A at this time.
  • Uses some musical vocabulary with accuracy.

    N/A at this time.
  • Uses a rich musical vocabulary with one or two inaccuracies of meaning.

    N/A at this time.
  • Uses a rich musical vocabulary with accuracy.

    N/A at this time.
  • Student’s analysis suggests little or no knowledge of the concert or album reviewed and little, no, or inaccurate knowledge of the terminology used in the analysis. Student’s critiques are inaccurate and poorly articulated.

    N/A at this time.
  • Student’s analysis suggests cursory knowledge of the concert or album reviewed and cursory knowledge of the terminology used in the analysis. Student’s critiques seem arbitrary and/or vague, and explanations are unclear.

    N/A at this time.
  • Student’s analysis suggests somewhat deep knowledge of the concert or album reviewed and somewhat deep knowledge of the terminology used in the analysis. Student’s critiques are somewhat specific and mostly well explained.

    N/A at this time.
  • Student’s analysis suggests deep knowledge of the concert or album reviewed and deep knowledge of the terminology used in the analysis. Student’s critiques are specific, thoughtful, and well explained.

    N/A at this time.
  • Student’s spoken report contains many grammatical flaws and is almost entirely unclear or inaudible.

    N/A at this time.
  • Student’s spoken report contains some grammatical errors and/or is frequently unclear or inaudible.

    N/A at this time.
  • Student’s spoken report is mostly free of grammatical errors and is mostly clear and audible.

    N/A at this time.
  • Student’s spoken report is virtually free of grammatical errors and is delivered clearly and audibly.

    N/A at this time.
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