M.T203

Create and Notate a Multi-layered Composition

For this assessment, students will work in small groups of four. The assessment has four parts:

1. Students will be given an eight-measure melodic line to extend for another eight measures, working in small groups. It is suggested that a major pentatonic melodic line is used for third grade, a minor pentatonic melodic line is used for fourth grade, and a melodic line from various tonalities of appropriate difficulty is used for fifth grade.

2. The second part of the task requires students to compose a simple harmonic line that complements the melodic line. The teacher will present several options for students on how to do this, but the students must notate their harmonic line while working in a small group.

3. Students will create and notate a rhythmic ostinato with movement/body percussion for the third part of the assessment.

4. The fourth portion of the assessment requires students to perform their melodic, harmonic, and ostinato parts for the class. Students will then reflect on their work during this task and their performance as a small group.

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

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Student Booklet

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Assessment Info

T Task
Grades Array
Approx. 110 min
2 Educator Effectiveness MethodThis assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.

Standards

Performance Standard
C.M.EL.C.1 – Create a melodic line (e.g., a consequent phrase to an antecedent phrase, melodic line within a harmonic structure, extending a melodic idea) using his or her understanding of the elements of music to inform his or her creative decision making.
Content Standard
ART.M.II.3.6 – Add vocal, instrumental, and physical responses to a selection presented in third grade.

ART.M.II.4.6 – Add vocal, instrumental, and physical responses to a selection presented in fourth grade.

ART.M.II.5.6 – Create and arrange music to accompany readings, dramatizations, or visual media.
NCAS Anchor Standard
MU:Cr3 – Refine and complete artistic work.

MU:Cr2 – Organize and develop artistic ideas and work.

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 - PART 1 - MELODIC COMPOSITION

Dimension
Written Work-Melodic Line Noation
Melodic Line Creation

Student does not
notate melodic
pitches and
rhythms
accurately.
N/A at this time.
Student
occasionally
notates melodic
pitches and
rhythms
accurately
N/A at this time.
Student often
notates melodic
pitches and
rhythms
accurately
N/A at this time.
Student
consistently
notates melodic
pitches and
rhythms
accurately
N/A at this time.

Student’s
composition was
not complete or
did not reflect
the original
melody
N/A at this time.
Student’s
composition was
basic and did not
always reflect
tonality and
rhythms of the
original melody.
N/A at this time.
Student’s
composition was
somewhat
creative and
approached the
tonality and
rhythms of the
original melody
N/A at this time.
Student’s
composition was
creative and
reflected the
tonality and
rhythms of the
original melody.
N/A at this time.

TEACHER SCORING RUBRIC - HARMONIC COMPOSITION - PART 2

Dimension
Written Work-Harmonic Line Notation
Harmonic Line Creation

Student does not
notate harmonic
pitches and
rhythms
accurately.
N/A at this time.
Student
occasionally
notates harmonic
pitches and
rhythms
accurately
N/A at this time.
Student often
notates harmonic
pitches and
rhythms
accurately
N/A at this time.
Student
consistently
notates harmonic
pitches and
rhythms
accurately.
N/A at this time.

Student’s
harmonic line
does not match
the harmonic and
rhythmic
structure of the
original melody.
N/A at this time.
Student’s
harmonic line
occasionally
matches the
harmonic and
rhythmic
structure of the
original melody.
N/A at this time.
Student’s
harmonic line
often matches the
harmonic and
rhythmic
structure of the
original melody.
N/A at this time.
Student’s
harmonic line
consistently
matches the
harmonic and
rhythmic
structure of the
original melody
N/A at this time.

TEACHER SCORING RUBRIC - OSTINATO AND MOVEMENT COMPOSITION - PART 3

Dimension
Written Work-Rhythmic Ostinato Notation
Creation of Rhythmic Ostinato

Student does not
notate the
ostinato and
movement
accurately.
N/A at this time.
Student
occasionally
notates the
ostinato and
movement
accurately.
N/A at this time.
Student often
notates the
ostinato and
movement
accurately
N/A at this time.
Student
consistently
notates the
ostinato and
movement
accurately
N/A at this time.

Student’s
ostinato does not
compliment the
composition and
displays no
rhythmic variety
N/A at this time.
Student’s ostinato
occasionally
compliments the
composition and
displays some
rhythmic variety.
N/A at this time.
Student’s ostinato
often
compliments the
composition and
displays rhythmic
variety.
N/A at this time.
Student’s ostinato
consistently
compliments the
composition with
rhythmic
complexity.
N/A at this time.

TEACHER SCORING RUBRIC - PERFORMANCE AND REFLECTION - PART 4

Dimension
Musical Independence
Pitch Accuracy
Rhythm and Movement Accuracy

Student does not
perform his or
her part with the
group accurately.
N/A at this time.
Student
occasionally
performs his or
her part with the
group accurately.
N/A at this time.
Student often
performs his or
her part with the
group accurately.
N/A at this time.
Student
consistently
performs his or
her part with the
group accurately.
N/A at this time.

Student does not
perform with
pitch accuracy.
N/A at this time.
Student
occasionally
performs with
pitch accuracy.
N/A at this time.
Student often
performs with
pitch accuracy.
N/A at this time.
Student
consistently
performs with
pitch accuracy.
N/A at this time.

Student does not
perform with
rhythm or
movement
accuracy.
N/A at this time.
Student
occasionally
performs with
rhythm or
movement
accuracy, but not
both.
N/A at this time.
Student often
performs with
rhythm and
movement
accuracy.
N/A at this time.
Student
consistently
performs with
rhythm and
movement
accuracy.
N/A at this time.

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Teacher Booklet

Student Booklet

TEACHER SCORING RUBRIC - PART 1 - MELODIC COMPOSITION

Written Work-Melodic Line Noation

Melodic Line Creation

TEACHER SCORING RUBRIC - HARMONIC COMPOSITION - PART 2

Written Work-Harmonic Line Notation

Harmonic Line Creation

TEACHER SCORING RUBRIC - OSTINATO AND MOVEMENT COMPOSITION - PART 3

Written Work-Rhythmic Ostinato Notation

Creation of Rhythmic Ostinato

TEACHER SCORING RUBRIC - PERFORMANCE AND REFLECTION - PART 4

Musical Independence

Pitch Accuracy

Rhythm and Movement Accuracy

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