5
Formative Assessment Packet
Music Educators
Toolbox
Formative
Assessment
Teacher Worksheet
For each musical concept, there are several formative assessments, one corresponding rubric, and one teacher record sheet.
Concepts addressed in the formative assessments include seven musical elements: rhythm and meter, form and design, dynamics,
tempo, articulation, pitch, and performing. Select formative assessments also include Student Worksheets.
Using the Formative Assessments
The Formative Assessments have been designed so that each includes the following:
• Performing, responding, and creating tasks
• Solo, small-group, and whole-group work
• Varied modalities for different learning styles
• A scaffold of each musical concept to its Summative Assessment task
Please note: In order for these assessments to be formative, teachers should facilitate each task in a way that gives students both task
performance feedback and the opportunity for revision.
Ke
Scope of Musical Concepts in the Grade 5 Formative Assessments
Rhythm and Meter
Form and
Design
Simple Meters
Theme and
Variations
Compound Meters
Popular-Song
Form
o
Expressive Qualities
Dynamics
Tempo
Articulation
Continue to apply
and develop prior
knowledge.
Continue to apply
and develop prior
knowledge and
explore additional
chosen tempo
markings.
Continue to apply
and develop prior
knowledge and explore
additional chosen
articulation markings.
Continue to apply and develop
prior knowledge.
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
Pitch
B b
& 44
Sharps and Flats
Key Signatures
b
&bb
·
b
&bb
·
Performing
·
Performing
with Dynamics
·
·
·
·
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·
5
Form and Design
Music Educators
Toolbox
Formative
Assessment
Teacher Worksheet
Theme and Variations
A
Group Performing Task:
Students practice clapping or playing
given rhythmic patterns in 3/4, 4/4,
or 6/8 meter. In pairs, one student
taps the steady beat, while the other
student claps or plays a rhythmic
pattern, then students switch parts.
Popular-Song Form
B
Group Performing Task:
Students practice clapping or playing given
rhythmic patterns in 3/4, 4/4, or 6/8 meter.
Then, in pairs, students perform different
rhythmic patterns in two parts, working to
maintain their parts as well as a steady beat.
C
Group Performing Task:
In pairs, students sight-sing or
play two measures of rhythm
and two measures of melody
using a given two-part score.
See examples on the Student
Worksheet.
Optional: Ask students to perform
both parts by themselves. Students
may tap or step the beat while
speaking or clapping the rhythm at
the same time.
Solo/Group Creating
and Performing Task:
Students are given lyrics and a
recording of a known pop song,
then asked to label the elements of
popular-song form (Intro, Verse,
Chorus, and Bridge). Students
discuss how the arrangement
uses the elements of popular-song
form. Working in groups, students
rearrange each element in a different
order and perform their arrangement
for the class.
Solo/Group Creating
and Responding Task:
Students listen and identify the form of a
musical piece in one of the following ways:
1.
Students divide into groups (Theme,
Variation 1, Variation 2). The
corresponding group moves when that
section of the piece is heard.
2. Each student chooses several distinct
movements, changing from one to
another to correspond with different
sections of a piece.
Summative Assessment
Solo/Group Creating
and Performing Task:
In small groups, students
create and perform a piece
in popular-song form or
theme and variations, using
voice, instruments, and/or
movement.
Task 3
Sight-Read a Two-Part
Score with a Partner
In pairs, students sight-sing or
play two measures of rhythm
and two measures of melody
using the two-part score on the
Student Worksheet.
Task 4
Identify Tempo,
Dynamics, Articulation,
Mode, Form, and
Instrumentation
Students listen to a musical
excerpt and then use the
Student Worksheet to select
the corresponding tempo,
dynamics, articulation, mode
(major or minor), form, and
instrumentation that they hear.
3. Students label the form after listening to a musical piece.
This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox).
© 2014 The Carnegie Hall Corporation
Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/
Music Educators
Toolbox
Rubric
Create, Respond to,
or Perform Form:
Theme and
Variations
Formative
Assessment
Teacher Worksheet
2
Practice, Practice,
Practice
4
Standing Ovation
3
Stage Ready
Creates, responds
to, or performs
form accurately.
Creates, responds
to, or performs
form with some
inaccuracies.
Creates, responds
to, or performs
form inaccurately
most of the time,
but may be accurate
occasionally.
Does not create,
respond to, or
perform form.
Accurately follows Follows a two-part
a two-part score
score but performs
and maintains part
part with some
while performing
inaccuracies.
in pairs.
Has difficulty
following a two-part
score, but performs
individual part
with occasional
accuracies.
Does not perform
or follows part
inaccurately.
Popular-Song Form
Perform a
Two-Part Score
5
Form and Design
Class:
Student Name
This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
A
B
C
1
Try Again
Notes
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http://creativecommons.org/licenses/by-nc-sa/3.0/
Toolbox
5th Sight Reading 1
5th Sight
Reading 1
Date:
Name:
1
Soprano
Soprano
1
2
Snare Drum
Snare Drum
2
Soprano
Soprano
1
2
Snare Drum
Snare Drum
3
Soprano
Soprano
1
2
Snare Drum
Snare Drum
4
Soprano
Soprano
1
2
Snare Drum
Snare Drum
5
Soprano
Soprano
1
2
Snare Drum
Snare Drum
6
Soprano
Soprano
1
2
Snare Drum
Snare Drum
5
Form and Design
Music Educators
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This resource is part of Carnegie Hall’s Music Educators Toolbox
(carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation
Formative
Assessment
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Except where otherwise noted, this work is licensed under
http://creativecommons.org/licenses/by-nc-sa/3.0/