BC Education - Appendix D: K to 7 Samples

Music Sample 5: Grade 7

Topic:

Beginner BandImprovising and Composing

Prescribed Learning Outcomes:

Structure (Elements of Rhythm)

It is expected that students will:

perform rhythmic compositions using vocal or instrumental skills

Structure (Elements of Melody)

It is expected that students will:

apply knowledge of form and the principles of design to create melodic compositions
notate melodic patterns

Thoughts, Images, and Feelings

It is expected that students will:

apply the elements of rhythm, melody, and expression to interpret a range of thoughts, images, and feelings
evaluate choices of the elements of expression used in their compositions

Context (Self and Community)

It is expected that students will:

apply skills and attitudes appropriate to a range of music experiences, demon- strating:
- audience and performance etiquette
- performance skills
- respect for the contributions of others
demonstrate responsibility to themselves and the group while experiencing music

Context (Historical and Cultural)

It is expected that students will:

compare music from a range of historical and cultural contexts

Overview

During the last half of a beginning band year, the teacher presented a unit on improvising and composing over a six-week period. Evaluation was based on group composition and performance of a rondo and individual self-assessment and analysis of the rondo.

Planning for Assessment and Evaluation

As a regular part of the warmup activities, the teacher initiated a 4-beat call and response, based on B-flat concert scales and various rhythms. After teacher modelling, students took turns leading the call and response. The teacher noted and offered feedback on the following:
- accuracy in responses
- willingness to take part
- willingness to take the lead
The teacher played simple 4-beat patterns and challenged students to notate the pattern. Students shared and discussed their notations while the teacher provided feedback and assistance. The teacher looked for:
- accuracy in notating the pattern
- use of standard notation conventions
With a drum machine, the teacher demonstrated the same melody with different styles of music (baroque, jazz, rock, military) using call and response. The class discussed how each style differed and demonstrated the differences while the teacher recorded their ideas on a chart.
The class selected and practised an 8-beat melody from known repertoire. The teacher then divided the class into small groups and asked each group to compose a new 8-beat melody in the concert key. Each group also received a card describing a specific element of expression, style, or emotion to include in the melody.
As a culminating activity, the band practised and performed the group compositions and the class melody in a rondo (where A was the class melody, and B C D E and so on were the various group compositions). The performance was videotaped for self- and teacher assessment.

Defining the Criteria

The teacher and students determined the following criteria for the rondo assignment.

Group Performance

commitment and responsibility to the group
relationship of performance to the notated score
use of elements of expression
ability to stay within the prescribed key
embouchure, posture, articulation, and sound

Individual Analysis and Self-Assessment

awareness of own commitment and responsibility to the group
accuracy and thoroughness in analysing the composition in terms of:
- instrument combinations
- rhythmic choices
- melodic pattern

Assessing and Evaluating Student Performance

Performance

The teacher made notes as students prepared their rondo assignment and then reviewed the videotape performance, using a rating scale to evaluate their work.

Analysis and Self-Assessment

The teacher distributed analysis and self-assessment sheets. Students viewed the videotape as a class, making notes as they watched, and then responded to the questions. The teacher used a rating scale to evaluate their analyses.

Performance

Criteria	Rating	Comments
commitment and responsibility among group members
relationship of performance to the notated score (e.g., when a crescendo was played, was it written on the score?)
use of elements of expression (the accuracy with which they included the element assigned to their group)
embouchure, posture, articulation, and sound

Key: A

Analysis and Self-Assessment

1. What did you do to contribute to the whole group result? ______________________________________________

______________________________________________________________________________________________

2. Describe one effective part of the composition. ________________________________________________________

______________________________________________________________________________________________

3. Identify one part that needed improvement. Explain how it could be improved. _______________________________

______________________________________________________________________________________________

4. Describe one unique or interesting feature of the composition. ____________________________________________

______________________________________________________________________________________________

5. How satisfied were you with your own playing? Explain. ______________________________________________

______________________________________________________________________________________________

Analysis Evaluation

Rating	Criteria
A	responses show insight into own and group performance comments about the composition show strong understanding of elements of expression, choice of instruments, and rhythmic and melodic patterns includes specific examples to support ideas
B	responses show awareness of own contributions comments about the composition show general understanding of elements of expression, choice of instruments, and rhythmic and melodic patterns (may not mention all of these) offers some specific examples to support ideas
C	offers some analysis of own contribution (may be very general) comments about the composition show some knowledge of elements of expression, choice of instruments, and rhythmic and melodic patterns (may not mention all of these) includes occasional examples
I	responses do not demonstrate self-awareness or understanding of composition

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Revised: July 8, 1998

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