M.T416

Music Genome Project

Students will choose a genre of music outside of their typical listening pleasure and explore the nuances and conventions of that genre through listening and explanations on worksheets.

The project is based on Pandora’s “Music Genome Project” and explores how streaming music services classify pieces of music and provide suggestions based on exhibited preferences. The final project will be an audio or video recording of the student’s final written genre presentation.

After the first-day introduction and directions, students will work independently until the final day of recording. At the first day of each week of the exercise, the teacher will present a brief “progress” session and will collect the Student Booklets to examine the assigned worksheets.

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

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

  • Accuracy of Information

  • Use of Terminology

  • Justification for Choices

  • 1
  • 2
  • 3
  • 4

  • The information presented contains so many inaccuracies that the audience is misled or unable to locate relevant pieces.

    N/A at this time.

  • Some of the information presented is factually accurate, but there are a number of inaccuracies.

    N/A at this time.

  • Most of the information presented is factually accurate, and it enables the audience to search for and locate relevant pieces.

    N/A at this time.

  • All information presented is factually accurate and enables the audience to search for and locate relevant pieces.

    N/A at this time.

  • No musical terminology used.

    N/A at this time.

  • Limited or inaccurate musical terminology used.

    N/A at this time.

  • Musical terminology used often and mostly accurately.

    N/A at this time.

  • Rich and consistently accurate use of musical terminology.

    N/A at this time.

  • Justifications and explanations for choices of pieces are not given.

    N/A at this time.

  • There are some justifications for pieces, but explanations are lacking and are only somewhat convincing.

    N/A at this time.

  • Justifications for representative pieces and corresponding recommendations are present and mostly convincing.

    N/A at this time.

  • Justifications for representative pieces and corresponding recommendations are thorough, deeply informed, and convincingly presented.

    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.

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

Sign Up Now!