M.E301

Improvise Tonic Accompaniments

In this assessment, students will improvise tonic accompaniments to a melody that is sung. Students will use criteria for self-evaluation and improvement, then apply these criteria, and, finally, reflect on the experience.

The teacher may choose any song he or she deems appropriate. However, the song must work with a tonic ostinato/drone. This assessment uses the song “Hey, Ho, Nobody Home” as an example. Other possible songs are on page 7 of the Teacher Booklet, although almost any round or pentatonic song of the teacher’s choice would work.

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

Teacher Booklet

Download PDF Download Word Doc

Student Booklet

Download PDF Download Word Doc

Leave Feedback for this Assessment

Assessment Info

E Event
Array Grade
Approx. 50 min
1 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. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

Standards

Performance Standard
M.MS.R.1 – Listen to their own performances as well as those of others and critically analyze and reflect on those performances using developmentally appropriate musical terminology.
Content Standard
ART.M.II.6.1 – Improvise tonic accompaniments.

ART.M.III.6.4 – Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these criteria as self-evaluation when performing and creating.

ART.M.III.6.5 – Evaluate the quality and effectiveness of one’s own and others’ musical performances and creations by applying specific and appropriate criteria, and offering constructive suggestions for improvement.
NCAS Anchor Standard
MU:Re9 - Apply criteria to evaluate artistic work

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
Reflection

Student does not reflect on the improvisation activity.
N/A at this time.
Student demonstrates minimal reflection on the improvisation activity.
N/A at this time.
Student conducts some thoughtful analysis of the improvisation activity. Suggestions for improvement have some validity.

N/A at this time.
Student thoroughly and thoughtfully reflects on the improvisation activity. Suggestions for improvement consistently have validity.
N/A at this time.

Having trouble viewing videos?

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better?
Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted in the blogs to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback. Don't have an account? Register Here.

Teacher Booklet

Student Booklet

TEACHER SCORING RUBRIC

Reflection

Having trouble viewing videos?

Leave Feedback for this Assessment

Sign up for our newsletter to stay up to date with all of our assessments.