Michigan Arts Education Instructional and Assessment Program
Michigan Assessment Consortium
MUSIC Assessment
Performance Event M.E206
Compare/Contrast across Disciplines
Grade 5
Teacher Booklet
Teacher Directions
Student Directions
Comparison/Contrast Charts
Teacher Scoring Rubric
ACKNOWLEDGEMENTS
© 2015 by the Michigan Department of Education
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States of America.
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Michigan Student Learning Standards Assessed
MAEIA Performance
Standard(s)
M.EL.R.3–Make connections between musical concepts and
similar concepts in other ways of thinking (disciplines).
Michigan Content
Benchmark(s) and
GLCE(s)
ART.M.V.5–All students will recognize, analyze, and describe
connections among the arts; between the arts and other
disciplines; between the arts and everyday life.
ART.M.V.5.2–Observe and identify cross-curricular
connections.
National Core Arts
Standard(s)
Intended Students
Fifth-grade music students
OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT
Students will identify ways in which the concepts from other content areas, such as visual
arts, language arts, mathematics, science, and social studies, are related to music. Students
will then produce a written comparison/contrast response on a chart provided in the
Student Booklet.
Prior to the assessment, the teacher should lead a discussion regarding the definitions of
the concepts of “compare” and “contrast.” The teacher should ask the students for examples
of things that are the same and things that are different. The teacher should model
comparing and contrasting using example concepts from another content area compared
with music. This modeling should take place several times prior to the assessment so
students are aware of the use of comparison/contrast charts.
Students should have a working vocabulary of musical concepts, including rhythm, pitch,
melody, harmony, dynamics, texture, form, variation, and interpretation. These words
should be placed on a word wall or on the board.
This Teacher Booklet provides two examples that might be used in this assessment:
1. Compare the rhythm and timing of Arthur Honegger’s Pacific 231 to the rhythmic prose
of Jonathan Robin’s poem The Whirling Wheels of Change
2. Compare John Coltrane’s jazz piece Impressions to Wassily Kandinsky’s painting
Improvisation 28
Consider any specific technology that may be needed for using either example.
SUGGESTED TOTAL TIME
This assessment has one part to it. The assessment should take 35 minutes to complete.
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LIST OF REQUIRED MATERIALS
The materials required for this assessment are:
o
o
o
o
Student Booklets
Pens or pencils
Writing surfaces
Items to compare and contrast
ASSESSMENT SETUP
The teacher should make sure the students have been taught the various musical concepts
used in this assessment prior to giving the assessment. The teacher should gather the
music and the information needed from the content area so that the comparison/contrast
materials are available before beginning the assessment. The teacher must have access to
audio-playback equipment for audio recordings of the musical examples. If YouTube
versions are used, the teacher will need to play and project those resources or give the
students access to computers.
The teacher should make sure the students know how to create comparison/contrast
charts and have had the experience of using them several times.
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