M.T207

Music Listening Response

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.


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

  • 1
  • 2
  • 3
  • 4
  • 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
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  • 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)

  • 1
  • 2
  • 3
  • 4
  • 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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