In this assessment, students will develop criteria to evaluate the quality and effectiveness of musical performances. Students will use the created criteria to evaluate a musical work performed by their own ensemble, providing a rationale for their scoring choices. Students will then give suggestions to improve future performances of the piece. This assessment has three parts that should be conducted over the course of three class periods.
In Part 1, the teacher will play an audio or video recording of a musical work performed by two different artists or ensembles. Each should be played twice.
Students will respond by listing five things they noticed about the piece using musical and performance terminology. The students will conclude Part 1 by writing a review that states which of the two listening examples they would recommend and why. Their review will cite details from the reflection they wrote in the Listening Log. The teacher will score the student work using a provided rubric.
In Part 2, students will develop their own criteria to evaluate the quality and effectiveness of musical performances. They will complete a performance rubric template found in the Student Booklet. Students will use their self-created rubrics to evaluate a musical performance. Part 2 will conclude as the class reflects on the criteria that the students chose and how it impacted their ratings.
In Part 3, the teacher will record the class performing a musical work. Students will listen to an audio playback of their ensemble and rate their performance using their self-created rubric. Students will provide a rationale for their ratings, citing details they heard during the playback. Part 3 will conclude as students provide praises and suggestions that will improve the quality of future performances.
This item has not yet been field-tested.
Teacher BookletDownload PDF Download Word Doc
Student BookletDownload PDF Download Word Doc
Leave Feedback for this Assessment
You must be logged in to leave feedback. Don't have an account? Register Here.