Sample 4: Grade 12

Topic:Culture in Your Community

Prescribed Learning Outcomes:

Structure (Elements of Expression)

It is expected that students will:

compare the timbral qualities of various music styles in a variety of cultures
analyse the elements of expression using the appropriate terminology

Thoughts, Images, and Feelings

It is expected that students will:

explain personal music preferences, demonstrating an awareness of thoughts, images, and feelings expressed by the music

Context (Self and Community)

It is expected that students will:

critique music composed by themselves and others
recognize the knowledge, skills, and attitudes relevant to future careers

Context (Historical and Cultural)

It is expected that students will:

demonstrate respect for music from various historical and cultural contexts when composing

Overview

In this unit, students researched music in their community. They also considered music from a variety of cultures and genres. Evaluation was based on:

individual contributions to class activities
presentations based on interviews with musicians in the community
individual reports

Planning for Assessment and Evaluation

The teacher played music from a variety of cultures and asked students to discuss the elements in each. Students commented on how elements varied from one culture to another, and developed some tentative generalizations based on the music they heard.
The class brainstormed a list of types of music that were played in their community. They identified musicians associated with each type of music and wrote letters to find out who would be willing to be interviewed and when they would be available. Pairs of students were assigned to contact the musicians, deliver the letters, and follow up to ensure they received answers. Recipients included:
- retired musicians
- musicians associated with local places of worship
- native elders
- part-time musicians
- wedding and other ceremony performers
- bar musicians
- musicians associated with local cultural groups (e.g., dance groups) and theatre groups
Students worked in pairs to develop outlines of key information to collect in their interviews. Each pair then joined with another pair to draft interview questions they could use to obtain the information they needed. The paired groups shared their questions, and the class selected those that seemed most appropriate. The questions addressed a variety of issues, including cultural and social context, elements of music, and use of technology.
In their original pairs, students selected musicians to interview. Each arranged an interview time, interviewed the musician (or group), collected recordings of music of the same genre, and prepared a presentation for the class. In some cases, the musician agreed to come to the school and perform as part of the presentation.
After their presentations, students prepared individual reports for the teacher in which they summarized the following:
- what they had learned about the musical genre studied
- how the experience had affected their thoughts and feelings about the music or musician
- how they could use their knowledge and understanding to enhance their own music

Defining the Criteria

Contribution to Activities

To what extent does the student:

accurately identify and describe the elements in a variety of musical genres
demonstrate openness to and respect for a wide range of musical genres and experiences
provide constructive feedback about the presentations

Presentation

To what extent does the presentation include:

an accurate overview of the context of the musical genre and the musician(s)
relevant and detailed information that addresses the key questions agreed upon by the class
appropriate demonstrations or recordings of the music, accompanied by an analysis of the elements
opportunities for the class to participate, ask questions, and provide feedback
logical and relevant connections to students' own music and musical experiences

Individual Report

To what extent does the report include:

clear, accurate, and detailed information about the musical genre
insightful comments about changes in the student's thoughts and feelings regarding the music or musician
logical and relevant connections to the student's own music

Assessing and Evaluating Student Performance

Contribution to Activities

The teacher used a rating scale to record observations about students' contributions and responses to the discussion, development of the interview questions, and their peers' presentations.

Presentation

Students, peers, and the teacher used a rating scale to evaluate the presentations. For peer rating, the teacher used the rating most frequently assigned (the mode). The teacher combined this rating with self- and teacher ratings, then multiplied these by the assigned weight to arrive at a final score for each component.

Individual Report

Students completed a rating scale and submitted it with their individual reports. Where there was more than one difference between the student's rating and that of the teacher, they met to discuss and resolve the discrepancy.

*Contribution to Activities*
Criteria	Rating	Comments
accurately identifies and describes the elements in a variety of genres
demonstrates openness to and respect for a wide range of musical genres and experiences
provides constructive feedback about the presentations

Key:
4--Outstanding; a consistent strength of this student throughout the activity.
3--Good; demonstrated to a satisfactory level during all activities.
2--Minimal; some evidence of criteria during most activities; inconsistent.
1--Weak; occasional evidence of criteria; generally not a satisfactory level.
0--No evidence of criteria.

Presentation

Criteria

Approximate Weight

Initial Rating

Self

Peer

Teacher

Combined Rating

accurate overview of the context of the musical genre and the musician(s)

relevant and detailed information that addresses the key questions agreed upon by the class

appropriate demonstrations or recordings of the music, accompanied by an analysis of the elements

opportunities for the class to participate, ask questions, and provide feedback

logical and relevant connections to student's own music and musical experiences

Overall Rating

Comments:

Note: The weightings provided are approximate and are intended to guide the emphasis that the teacher and students place on various components in determining an overall rating. The weightings should not be applied mathematically.

Key:
4--Outstanding
3--Good
2--Minimal
1--Weak
0--Not Evident

Individual Report
Criteria	Rating Self Teacher	Comments
clear, accurate, and detailed information about the musical genre
insightful comments about changes in student's thoughts and feelings about the music or musician
logical and relevant connections to student's own music
Overall Rating

Key:
4--Outstanding
3--Good
2--Minimal
1--Weak
0--Not Evident

Revised: January 25, 1999

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