M.T207

Music Listening Response

The teacher will play a piece of music from a genre and/or style period for the students. Then students will identify the types and qualities of the sounds (instrumentation, texture, dynamics, timbre). Students will analyze the technical elements of the work.

In the second part of this assessment, students will hear the same piece of music and will make a visual representation, write a piece of poetry, or write a short story that expresses the same qualities that are in the musical example.

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

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Assessment Info

T Task
Array Grade
Approx. 45 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.EL.R.2 – Critically analyze a musical work and reflect on its cultural context using developmentally appropriate terminology.
Content Standard
ART.M.IV.EL.1 – All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts.

M.IV.3.2 – Describe how elements of music are used in examples from world cultures.

M.IV.4.2 – Describe how elements of music are used in examples from world cultures.

M.IV.5.1 – Describe distinguishing characteristics of representative music genres and styles from various historic periods and cultures.
NCAS Anchor Standard
MU:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

MU:Re7 – Perceive and analyze 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–LISTENING

Dimension
Accuracy of Response
Use of Musical Vocabulary
Mechanics and Quality of Writing

Student describes little or none of the musical excerpt accurately.
N/A at this time.
Student describes some of the musical excerpt accurately.
N/A at this time.
Student describes most of the musical excerpt accurately.
View Exemplars
View Exemplars
Student accurately describes the musical excerpt.
N/A at this time.

Student rarely uses musical vocabulary learned in class in his or her written responses.
N/A at this time.
Student occasionally uses musical vocabulary learned in class in his or her written responses.
N/A at this time.
Student often uses musical vocabulary learned in class in his or her written responses.
View Exemplars
View Exemplars
Student consistently uses musical vocabulary learned in class in his or her written responses.
N/A at this time.

Student rarely demonstrates a clear writing style. A number of grammatical mistakes
N/A at this time.
Student occasionally demonstrates a clear writing style. Some grammatical mistakes.
N/A at this time.
Student often demonstrates a clear writing style. A few grammatical mistakes.
N/A at this time.
Student consistently demonstrates a clear writing style. Very few or no grammatical mistakes.
N/A at this time.

TEACHER SCORING RUBRIC–ARTISTIC EXTENSION

Dimension
Communication of Basic Ideas
Mechanics and Quality of Writing
(Used only if writing a short story or poem)

Student is unable to demonstrate understanding of the musical idea through visual art or poetry.
N/A at this time.
Student shows some evidence of understanding the musical idea through visual art or poetry.
N/A at this time.
Student is proficient at demonstrating understanding of the musical idea through visual art or poetry.
View Exemplar
Student demonstrates depth and detail in understanding the musical idea through visual art or poetry.
N/A at this time.

Student rarely demonstrates a clear writing style. A number of grammatical mistakes
N/A at this time.
Student occasionally demonstrates a clear writing style. Some grammatical mistakes.
N/A at this time.
Student often demonstrates a clear writing style. A few grammatical mistakes.
N/A at this time.
Student consistently demonstrates a clear writing style. Very few or no grammatical mistakes.
N/A at this time.

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Teacher Booklet

Student Booklet

TEACHER SCORING RUBRIC–LISTENING

Accuracy of Response

Use of Musical Vocabulary

Mechanics and Quality of Writing

TEACHER SCORING RUBRIC–ARTISTIC EXTENSION

Communication of Basic Ideas

Mechanics and Quality of Writing

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