M.T332

Electronic Composition Project

Students will create a composition as directed by the teacher in GarageBand (Mac), Mixcraft (PC), Soundation (cloud-based for both platforms), or similar composition software. Then, students will use teacher-provided (sixth grade), collaboratively developed (seventh grade), or student-developed (eighth grade) criteria to refine their compositions and determine when compositions are ready for public performance and teacher assessment.

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.

SIXTH-GRADE SCORING RUBRIC

  • Dimension

  • Aesthetic Appeal

  • Creativity

  • Craftsmanship

  • Form

  • Use of Musical Elements

  • 1
  • 2
  • 3
  • 4

  • Does not present an effective general impression. Musical ideas do not hold the listener’s interest.

    N/A at this time.

  • Includes at least one interesting musical idea, but the overall impression is not effective.

    N/A at this time.

  • Includes some interesting musical ideas. The general impression is pleasant and moderately effective.

    N/A at this time.

  • Presents strong aesthetic appeal and general impression. Would be enjoyed by many listeners.

    N/A at this time.

  • Musical idea is familiar or a cliché. No variety or exploration of musical elements (range, timbre, dynamics, tempo, rhythm, melody).

    N/A at this time.

  • Musical idea is neither familiar nor a cliché, but there is no development, variety, or exploration of musical elements.

    N/A at this time.

  • Explores and varies at least one musical element to create an original idea or variation(s) of musical idea(s).

    N/A at this time.

  • Explores and varies at least two musical elements to create very original, unusual, or imaginative musical ideas.

    N/A at this time.

  • Does not include a completed musical idea.

    N/A at this time.

  • Has an emerging musical idea. However, composition still lacks overall completeness.

    N/A at this time.

  • Has one complete musical idea.

    N/A at this time.

  • Has more than one complete musical idea.

    N/A at this time.

  • Exhibits no clear beginning, middle, or end section. Form appears random rather than organized.

    N/A at this time.

  • Form is somewhat recognizable but lacks presence of delineated sections.

    N/A at this time.

  • Form is generally recognizable throughout the composition.

    N/A at this time.

  • Has a coherent and organized form with a clear beginning, middle, and end.

    N/A at this time.

  • Musical elements (range, timbre, dynamics, tempo, rhythm, melody) are not used to organize musical ideas or form

    N/A at this time.

  • Musical elements (range, timbre, dynamics, tempo, rhythm, melody) are used somewhat, but not successfully, to organize musical ideas or form.

    N/A at this time.

  • Uses one musical element to successfully organize the musical ideas and overall form.

    N/A at this time.

  • Uses more than one musical element to successfully organize musical ideas and form.

    N/A at this time.
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