M.E131

Melodic Pattern Elaboration

During the song “Bought Me a Cat,” students will create a melodic pattern to complete a familiar phrase provided by the teacher. Students will use visual manipulatives in order to plan and prepare their responses. Students will be given the opportunity to create multiple responses and will be evaluated on their creativity and their ability to accurately perform the patterns they have created. Performances of students will be video recorded. Their reflections also will be video recorded.

This assessment may be easier to implement if someone other than the teacher supervises the video recording of the performances. If this is not possible, the teacher should be careful to ensure that students who are performing stay in the video frame during the recording process. The teacher will assess the performances from the video recording after class.

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This item has not been field-tested by Michigan teachers.

Teacher Booklet

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Assessment Info

E Event
Grades Array
Approx. 30-40 minutes
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.EL.C.1 – Create a melodic line (e.g., a consequent phrase to an antecedent phrase, melodic line within a harmonic structure, and extending a melodic idea) using their understanding of the elements of music to inform their creative decision making.
Content Standard
ART.M.II.EL.3 – Create, through exploration, improvisation, and composition, rhythmic variations and simple melodic embellishments on familiar melodies.

ART.M.II.K.3 – Create vocal embellishments for a song or rhyme.

ART.M.II.1.3 – Create vocal and rhythmic embellishments for a song or rhyme.

ART.M.II.2.3 – Create, through exploration, improvisation and composition, rhythmic variations for a familiar song.
NCAS Anchor Standard
MU:Cr2 – Organize and develop artistic ideas and work.

MU:Cr3 – Refine and complete artistic work.

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

Dimension
Creativity
Pitch Accuracy

Student does not create any patterns using the pitches indicated by the directions during the time provided.
N/A at this time.
Student creates one pattern using the cards and the notes indicated.
N/A at this time.
Student creates multiple patterns. The performances do not represent the pitches accurately.
N/A at this time.
Student creates multiple patterns. The performances accurately represent the pitches indicated.
N/A at this time.

Student does not use his or her singing voice to perform his or her pattern(s).
N/A at this time.
Student uses his or her singing voice. The contour of the pattern(s) is clear and correct, but the pitches are inaccurate.
N/A at this time.
Student uses his or her singing voice to accurately sing the pitches of some of his or her composed pattern(s).
N/A at this time.
Student uses his or her singing voice to accurately sing the pitches of all of his or her composed pattern(s).
N/A at this time.

TEACHER SCORING RUBRIC–SECOND-GRADE STUDENT SELF-EVALUATION

Dimension
STUDENT SELF-EVALUATION

Student does not evaluate self.
N/A at this time.
Student evaluates self inaccurately.
N/A at this time.
Student evaluates self accurately.
N/A at this time.

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Teacher Booklet

TEACHER SCORING RUBRIC

Creativity

Pitch Accuracy

TEACHER SCORING RUBRIC–SECOND-GRADE STUDENT SELF-EVALUATION

STUDENT SELF-EVALUATION

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