M.E404

Different Interpretations

Different Interpretations

Students will take a teacher-selected section of music currently under study in an ensemble (or composed song in a songwriting course, etc.) and perform it with two distinctly different interpretations. Level 1 students must perform a section that is 10–20 seconds in length, Level 2 students must perform a section that is 30–40 seconds in length, and Level 3 students must perform a section that is 50–60 seconds in length.

The teacher should take care to avoid choosing sections of music with extensive periods of rests. The student will individually record two interpretations and will be assessed on accuracy and communication of expressive choices. Each student should record his or her excerpt in a single class period, but the total assessment (for all students) may occur over a period of up to two weeks.

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


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
  • Pitch and Rhythmic Accuracy

  • Articulation of Interpretive Choices

  • Interpretive Communication

  • 1
  • 2
  • 3
  • 4
  • The student’s interpretive choices are not well articulated and are quite unclear.

    N/A at this time.
  • The student’s interpretive choices are somewhat unclear and/or does not use musical terminology/vocabulary.

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  • Student explains his or her interpretive choices, but the statement lacks some clarity while using musical terminology/vocabulary.

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  • Student clearly explains their interpretive choices using appropriate musical terminology/vocabulary.

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  • Interpretive choices are not clearly communicated and/or there are no discernable aural differences in the two performances.

    N/A at this time.
  • The aural distinctions between the two interpretations are somewhat clear, but there are two instances where interpretive choices are not clearly communicated.

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  • The aural distinctions between the two interpretations are mostly clear but there is one instance where interpretive choices are not clearly communicated.

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  • The recording clearly demonstrates two distinct interpretations; the differences between the two are effectively aurally communicated.

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