M.T331

Create Your Own STOMP Performance

Students will be placed into groups of four or five and will work together to create their own STOMP-inspired group percussion performances. The teacher should assign groups prior to the assessment in order to ensure that each group has students with varying musical backgrounds and experience.

In Part 1, students will assemble in their groups, gather objects to be used as instruments, and begin to create their performance. In Part 2, students will continue to create and rehearse their performances in their groups. In Part 3, students will perform their creations in class. Students will complete a reflection worksheet in which they reflect on their experience of creating a group percussion performance and preparing it for performance.

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

  • Organization

  • Instrumentation

  • Rhythmic Patterns

  • Reflection Worksheet Completion

  • 1
  • 2
  • 3
  • 4

  • Organization of performance is unclear. Performance has no evidence of pre-planning.

    N/A at this time.

  • Organization of performance is somewhat clear. Performance has some evidence of pre-planning.

    N/A at this time.

  • Organization of performance is mostly clear. Performance has evidence of pre-planned beginnings and ends for each section and as a whole.

    N/A at this time.

  • Organization of the performance is clear throughout. Performance has pre-planned beginnings and ends for each section and as a whole.

    N/A at this time.

  • Objects used for instruments represent little or no difference in sound, resulting in no variety in timbre throughout the performance.

    N/A at this time.

  • Objects used for instruments represent few differences in sound, providing little variety in timbre throughout the performance.

    N/A at this time.

  • Objects used for instruments represent different sounds, providing variety in timbre throughout the performance.

    N/A at this time.

  • Objects used for instruments represent many different sounds, providing extensive variety in timbre throughout the performance.

    N/A at this time.

  • Rhythmic patterns are rarely appropriate and consistent within the meter. Lack of pattern variety inhibits the rhythmic interest.

    N/A at this time.

  • Rhythmic patterns are sometimes appropriate and consistent within the meter. Variety of patterns sometimes contributes to the rhythmic interest.

    N/A at this time.

  • Rhythmic patterns are mostly appropriate and consistent within the meter. Variety of patterns often contributes to the rhythmic interest.

    N/A at this time.

  • Rhythmic patterns are appropriate and consistent within the meter. Variety of patterns contributes throughout to the rhythmic interest.

    N/A at this time.

  • Reflection is incomplete and/or contains little detail regarding the creation process.

    N/A at this time.

  • Reflection is somewhat complete and contains some detail regarding the creation process.

    N/A at this time.

  • Reflection is mostly complete and contains adequate detail regarding the creation process.

    N/A at this time.

  • Reflection is thorough and contains extensive detail regarding the creation process.

    N/A at this time.
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