M.T204

Singing and Playing Instrumental Parts With Musical Independence

Singing and Playing Instrumental Parts With Musical Independence

In this assessment, students will:

1. Sing the melody of a song.
2. Sing a bassline/harmony part to that same song.
3. Play that bassline/harmony part on a tonebar or other pitched instrument. (If the students play a bassline, the full chords could be played on a guitar or ukulele or the chord roots could be played on a tonebar instrument, a recorder, or boomwhackers.)
4. Learn and perform an unpitched percussion ostinato to accompany the song and bassline.
5. Put all parts together and perform them in a larger ensemble.
6. Reflect on their performances. These performances will be video-recorded for scoring at a later time.

The teacher will choose a musical work that has three parts: a melody, a harmony/countermelody/bassline, and one unpitched percussion ostinato. The song “Yankee Doodle” is included in this assessment as an example and may be used. The teacher may also select another suitable song.

This assessment may be easier to use 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.

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–SINGING THE MELODY OF A SONG

  • Dimension
  • Voice Type and Elements

  • 1
  • 2
  • 3
  • 4
  • Student performs with a non-singing voice or does not provide a response.

    N/A at this time.
  • Student consistently sings above or below pitch.

    N/A at this time.
  • Student consistently responds with a singing voice and uses correct pitches throughout most of the song.

    N/A at this time.
  • Student consistently responds with a singing voice and uses correct pitches throughout the entire song.

    N/A at this time.

TEACHER SCORING RUBRIC–SINGING A HARMONY PART

  • Dimension
  • Singing a Harmony

  • 1
  • 2
  • 3
  • 4
  • Student performs with a non-singing voice or does not provide a response.

    N/A at this time.
  • Student consistently sings above or below pitch and/or the rhythm is not clear.

    N/A at this time.
  • Student consistently sings the harmony part. Most pitches are consistent, and the rhythm is clear.

    N/A at this time.
  • Student consistently sings the harmony part. All pitches and rhythms are clear and consistent.

    N/A at this time.

TEACHER SCORING RUBRIC-PLAYING AN INSTRUMENTAL PART

  • Dimension
  • Playing an Instrument

  • 1
  • 2
  • 3
  • 4
  • Student did not perform the harmony part or the ostinato accurately and independently. The harmony or ostinato was not accurate. The student was unable to finish with the group.

    N/A at this time.
  • Student did not successfully perform the harmony part or the ostinato throughout most of the song. The harmony or ostinato was not played accurately and independently. The student was able to finish most of the piece with the group.

    N/A at this time.
  • Student was mostly successful performing the harmony part or the ostinato accurately and independently. The student was able to play and finish with the group.

    N/A at this time.
  • Student performed the harmony part or the ostinato accurately without stopping throughout the entire song. The student was able to play and finish with the group.

    N/A at this time.

Teacher Scoring Rubric #4

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