M.T203

Create and Notate a Multi-layered Composition

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.


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

  • 1
  • 2
  • 3
  • 4
  • 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

  • 1
  • 2
  • 3
  • 4
  • 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

  • 1
  • 2
  • 3
  • 4
  • 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

  • 1
  • 2
  • 3
  • 4
  • 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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