Memphis Middle School Choir Assessment Master - … · Memphis Middle School Choir Assessment!! ! ! ! ! ! ! !Page 4. 1st 9 Weeks PRE-TEST ... Assessment model based on Hal Leonard’s

Memphis Middle School Choir Assessment Plan

Thomas J. [email protected]

mailto:[email protected]

mailto:[email protected]

CONTENTS

Memphis Middle School Formal Summative Assessments

......................................................................................................................................Overview! 4

..............................................................................................First Nine-Week Assessment Plan! 5

.......................................................................................Second Nine-Weeks Assessment Plan! 8

.........................................................................................Third Nine-Weeks Assessment Plan! 10

.......................................................................................Fourth Nine-Weeks Assessment Plan! 12

Assessment Tools: Teacher Rubrics....................................................................................................................................Overview! 14

.........................................................................................................Teacher Checklist Rubrics! 15

..............................................................................................................Music Reading Rubrics! 21

.................................................................................................................Performance Rubrics! 24

Ear Training Assessments

....................................................................................................................................Overview! 28

...............................................Ear Training without notation (Pentatonic, Diatonic, Chromatic)! 30

....................................................Ear Training with notation (Pentatonic, Diatonic, Chromatic)! 33

Additional Assessment Resources

....................................................................................................................................Overview! 36

...................................................................................Classroom Performance Self-Evaluation! 37

..............................................................................................Student Concert Self-Evaluations! 38

...............................................................................................Anatomy of the Vocal Instrument! 41

Appendix! Memphis Middle School Assessment Exams and Scoring Guides! ! 1st 9-Week Benchmark ! ! 2nd 9-Week Benchmark ! ! 3rd 9-Week Benchmark! ! Memphis Middle School Choir Assessment (for Pre-Test / Post-Test)!!

Assessment Plan Overview

PHILOSOPHYStudent assessment is essential to development of student knowledge. Formative assessment throughout the year provides data for both teacher and student to focus instruction. While research indicates that assessment alone with no other factors can increase student performance, assessment will not be fully effective without teacher feedback. Rubrics and other assessment documents are designed to be shared with students along with tips for improvement during this process.

PRE-TEST / POST-TESTIn order to track progress during the year, a pre-test must be given during the first days / week of class. This test will be identical to the test given at the completion of the 4th 9-weeks. It is expected that students will not be able to answer most of the questions correctly. This test should not be used as a grade for students, but rather an evaluation of current skills.!

PERFORMANCEBecause performance is an integral part of the choral curriculum students group and/or individual performance must be monitored throughout the school year. At this level, it is suggested that students be evaluated for group performance. This can be done in a full ensemble, by sections, or by small groups of students (rows, teams, etc). Graded rubrics will be provided emphasizing different aspects of performance to help prepare students for the final performance assessment.

INFORMAL ASSESSMENT Included with the assessment materials are many examples of informal assessments to be used during instruction throughout the year. These assessment materials are designed with the upcoming formal assessments in mind. In addition to using the pre-formated assessments provided it is suggested that teachers develop similar assessments using musical examples that the students are studying in class.

PERFORMANCE ASSESSMENTPerformance is a significant part of the course curriculum for middle school choir and must be regularly assessed throughout the year to monitor progress. During each 9-week formal assessment students will receive a performance grade. It is up to the teacher to determine the appropriate literature selection and venue for the performance assessment. It is suggested that the assessment be done in groups, and on a small selection of literature that represents the specific instructional goals of the grading period. This assessment should not be limited to concert performances, but rather, should include in-class performance. Quick informal assessments with verbal feedback should be a part of the daily rehearsal routine. Use of performance rubrics that target specific skills should be used during the 9-week teaching periods to prepare for the end-term assessments.

MUSIC READING ASSESSMENTProgramed instruction in music reading / sight-singing is vital to the choral curriculum. Strategies will be provided during each 9-weeks for a programmed course in music reading. Assessment at the completion of each 9-weeks will rely on appropriate skills being taught daily during rehearsal. It is not expected that every student will master every music reading concept taught during a grading period; therefore, sight-reading assessment will routinely be at a level below current classroom instruction. While it is possible to do group sight-reading assessment, research clearly indicates that individual assessment is much more beneficial and a better indicator of student understanding.

FORMAL SUMMATIVE ASSESSMENTEach class will be formally assessed at the end of each 9-week grading period. The formal assessments build on skills taught during the current grading period as well as review from the previous grading periods. Format of these tests are meant to serve as practice for the final assessment at the end of the course. To accommodate for curriculum advancement in the three levels of Memphis middle school choral music, students will be assessed on a sliding scale with with benchmark at 40% for Level 1, 60% for Level 2, and 80% for Level 3.

Memphis Middle School Choir Assessment! ! ! ! ! ! ! ! ! Page 4

1st 9 WeeksPRE-TEST

The pre-test should be performed with little to no pre-teaching within the first days of instruction. It is expected that students will not be able to answer many of the questions. The teacher should design a performance medium that fits the class. At this level, small group performance will likely be the most efficient. The students should sing a small section of any simple song that can be rote taught in the first few rehearsals (see Middle School Memphis Repertoire Lists). After teaching the song and singing for several days during rehearsal, students should sing in small groups by section, row, team, etc. The teacher will evaluate based on the end-of-year performance rubric. Like the pre-test, it is expected that the students will not be proficient at many of the performance indicators.

INFORMAL TEACHER ASSESSMENT VIA RUBRICS

! RUBRIC! ! ! ! ! ! TIME FRAME!! Classroom Procedure! ! ! ! As early as the 2nd class meeting;! ! ! ! ! ! ! ! repeat as needed

! Singing Posture!! ! ! ! Week 2-3, repeat as needed

!! Diaphragmatic Breathing! ! ! Week 4-6 repeat as needed

! Performance Rubrics! ! ! ! Week 7-9! !!MUSIC READING

During the first nine-weeks assessment, reading of pitch and rhythm will be primarily independent.

RHYTHMAssessment model based on Hal Leonard’s Rhythm Flashcard KitNote: There are several great teaching “games” in the information with the flash cards that provide ideas for in-class instruction

Rhythm Cards to be studied during the first 9 weeks (add cards in numeric order)Week 1-3: 1, 2, 3, 4, 5, 13, 14, 15, 16

Week 4-6:19, 20, 21, 22, 29, 30 (inclusive of previous cards)

Week 7-9:6, 7, 8, 9, 10, 11, 12, 17, 18, 23, 24

Assessment:All assessment using rhythm cards assumes practice and teaching in advance. It is suggested that the cards be introduced gradually during the 9-week grading period rather than all at once. Students should be led in group and individual practice with the cards in advance of any formal assessment. As students progress they should be asked to chant longer combinations of cards rather than single cards.

Assessment Strategies:Using any set of the above cards currently mastered during practice, students receive a pass / fail assessment. This is most effective when students are re-assessed until passing rate is 100%. Rhythmic reading can be done using any of the following methods.! ! 1. Kodaly Rhythm Syllables! ! 2. Tapping / Playing Rhythms! ! 3. Number Counting System


Rhythm cards should be read with a continuous beat. You may choose to allow a measure (4 beats) of rest between responses for each card. If a student misses a rhythm, continue assessment process but return to that student later during the assessment to work for mastery.

! Group Assessment:Teacher displays single card or combination of several cards; Class responds with chosen method. This can be done as a full ensemble, by row, by section, etc.

!! Individual Assessment:

Teacher displays single card and students respond individually by moving in order down rows, through sections, etc. A class of 30-40 can be easily assessed individually in just a few minutes using this system (1 card per student).

PITCH READINGDuring the first nine-weeks pitch reading assessment will be limited to recognition of basic S-M-L patterns. Assessment strategies should mirror procedures for rhythmic reading assessment. Simply reading one measure of S-M-L patterns such as those found in the Echo Chain Singing Games is sufficient assessment. This can be done in small groups or individually. For sight-singing purposes students should be familiar with solfege stick notation. Flash cards that imitate the rhythm flashcards can easily be made to facilitate the teaching and assessment of the students using similar procedures as rhythm assessment. Because the flash cards are laminated, one simple solution for stick notation is to write with dry or wet erase marker solfege syllables under the notes on the rhythm cards.

Ear TrainingEar training practice sheets are an invaluable tool for building musicianship, teaching pitch relationship, and practicing notation and vocabulary. During the first 9-weeks, begin with Pentatonic Ear Training and strive for correct identification of solfege syllables without notation. Students should begin with S-M patterns only (have them cross out the other notes on the sheet) and progress to S-M-L -D patterns by the end of the term. Ear training patterns can easily mimic the pitch reading pattern goals for the 9-weeks.

PERFORMANCE! Performance goals for the first grading period are:

• Accurate Pitch• Accurate Rhythm• Proper Performance Posture• Basic Understanding of Breath Management• Formation of 5 basic vowel sounds

These skills should be assessed throughout the grading period using teacher checklists and performance rubrics targeting these goals. The nine-week performance assessment grade should be a result of a small group performance of a selected section of music that has been taught during the term. A performance grade on the 9-week benchmark will be determined with the 1st 9-week performance rubric.


CRITICAL VOCABULARYIn order to be successful on the 9-week test students will need to be fluent with the following vocabulary. It is highly suggested that these terms be taught as part of the instruction of other musical elements and informally assessed daily during teaching. Simple questioning such as, “Johnny, what kind of note is the first note in measure 2?” quickly assesses Johnny’s knowledge of notes (if it is quarter, half) and the term “measure”. See the 9-week tests for examples of how these questions can be asked in written form from the music and create written assessments using music being studied to mimic this.

! Musical Symbols:! ! treble clef! ! bass clef! ! whole note, half note, quarter note (and rests)! ! breath mark! ! staff! ! measure! ! system! ! repeat sign! ! barline! !! Expression Terms! ! dynamics! ! pp, p, mf, f, ff

! Tempo Terms! ! tempo! ! largo - very slow! ! andante - medium “walking” tempo! ! allegro - quickly

! Vocal Technique! ! lungs! ! larynx! ! diaphragm

!! !

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2nd 9 Weeks

INFORMAL TEACHER ASSESSMENT VIA RUBRICSContinue using teacher checklists as needed. Repeat classroom procedure rubric, posture, etc. The “Classroom performance rubric” can be used at random anytime students are singing in class to assess their daily performance / participation. Create other checklists for your own use as needed.

MUSIC READINGDuring the second 9-weeks students should start working towards mastery of reading pitch / rhythm simultaneously.

! Continue using Rhythm flashcards for review / assessment as needed. !! Using Hal Leonard’s Melody Flashcard Kit

Note: The printed flash cards are in C-Major; use the back of the flashcards to create identical drills in keys that are more familiar to younger singers (F / G). Practice in multiple keys so that the students are accustomed to moveable tonic.

Suggested Sequence:! Week 1-3: Cards 1-12!! Week 3-6: Introduce patterns from 1-12 in F Major and G Major

! Week 7-9: Read patterns more than 1 measure long in each key (C/F/G)!Informal Assessment Strategies! Use strategies similar to those used for rhythm flashcard assessment. Small group performance of cards, ! etc.

EAR TRAININGDuring the 2nd six weeks begin working to have students notate on the staff the pitch patterns heard after marking the solfege. This activity can also be a tool for practicing note names / types etc through questioning strategies. “What letter name does this example end on?” “Notate the pattern using half notes.” Work for Pentatonic patterns with notation in treble clef.

PERFORMANCE! Performance goals for the second grading period are: ! bold indicates new goals for this grading period

• Accurate Pitch• Accurate Rhythm• Proper Performance Posture• Basic Understanding of Breath Management• Formation of 5 basic vowel sounds• Execution of crisp consonants (initial and final)• Execution of dynamic levels with crescendo and decrescendo

These skills should be assessed throughout the grading period using teacher checklists and performance rubrics targeting these goals. The nine-week performance assessment grade should be a result of a small group performance of a selected section of music that has been taught during the term. A performance grade on the 9-week benchmark will be determined with the 2nd 9-week performance rubric.


NEW CRITICAL VOCABULARY

! Musical Symbols! ! eighth note! ! repeat signs! ! letter names for treble clef notation! ! time signature! ! double bar line! !! Notation Terms! ! page! ! system! ! measure number! ! unison! ! accompaniment!! Expression Terms! ! crescendo! ! decrescendo! ! phrase

!


3rd 9 Weeks

INFORMAL TEACHER ASSESSMENT VIA RUBRICSContinue using teacher checklists as needed.

MUSIC READINGDuring the third 9-weeks students should continue working at simultaneous reading of pitch and rhythm. Increase length to at least two measures of 4/4 meter and read basic lines from the staff (using handouts or board rather than flashcards).

Students should be proficient at S-M-L-D patterns with simple rhythms at the completion of the grading term.!

! Use Hal Leonard’s Melody Flashcard Kit

Suggested Sequence:! Week 1-3: Cards 13-24!! Week 3-6: Increase length to 2 cards and add back in cards 1-12

! Week 7-9: Read two measure patterns in multiple keys C/F/G, using flash cards, board, and notated ! exercises.

Assessment:! Continue informal assessment throughout the grading period as before to monitor progress

Ear TrainingDuring the 3rd 9-weeks continue to develop student’s ability to notate on the staff after identifying solfege. Add R to patterns for full pentatonic scale.

PERFORMANCE! Performance goals for the second grading period are: ! bold indicates new goals for this grading period

• Accurate Pitch• Accurate Rhythm• Proper Performance Posture• Basic Understanding of Breath Management• Formation of 5 basic vowel sounds• Execution of crips consonants (initial and final)• Execution of dynamic levels with crescendo and decrescendo• Execution of diphthongs by sustaining the first vowel sound of the combination• Execution of good legato singing / connection of vowels and phrase

These skills should be assessed throughout the grading period using teacher checklist and performance rubrics targeting these goals. The nine-week performance assessment grade should be a result of a small group performance of a selected section of music that has been taught during the term. A performance grade on the 9-week benchmark will be determined with the 3rd 9-week performance rubric.



! Musical Symbols! ! bass clef notation! ! sharp! ! flat! ! natural! ! slur! !! !! Notation Terms! ! step! ! skip !! ! leap! !

! Vocal Technique Terms! ! diphthong! ! soft palate! ! hard palate! ! diction! !!! Expression Terms! ! ritardando! ! legato


4th 9 Weeks

INFORMAL TEACHER ASSESSMENT VIA RUBRICSContinue using teacher checklists as needed.

MUSIC READINGDuring the fourth 9-weeks students should continue working at simultaneous reading of pitch and rhythm. Increase length to at least two measures of 4/4 meter and read basic lines from the staff (using handouts or board rather than flashcards).

Students should be proficient at pentatonic patterns with simple rhythms at the completion of the grading term.!

! Using Hal Leonard’s Melody Flashcard Kit

Suggested Sequence:! Week 1-3: Cards 25-32!! Week 3-6: Increase length to 2 cards and add back in cards 1-24

! Week 7-9: Read two measure patterns in multiple keys C/F/G, using flash cards, board, and notated ! exercises.

Assessment:! Continue informal assessment throughout the grading period as before to monitor progress

Ear TrainingDuring the 4th 9-weeks continue to develop students ability to notate on the staff after identifying solfege. Begin working to have students recognize pitch patterns from a set of choices.

PERFORMANCE! Performance goals for the finale grading period are: ! bold indicates new goals for this grading period

• Accurate Pitch• Accurate Rhythm• Proper Performance Posture• Basic Understanding of Breath Management• Formation of 5 basic vowel sounds• Execution of crips consonants (initial and final)• Execution of dynamic levels with crescendo and decrescendo• Execution of diphthongs by sustaining the first vowel sound of the combination• Execution of good legato singing / connection of vowels and phrase• Understanding and demonstration of resonant “in-the-mask” vocal tone• Use of good phrasing and dynamics (shaping phrases)

These skills should be assessed throughout the grading period using teacher checklist and performance rubrics targeting these goals. The nine-week performance assessment grade should be a result of a small group performance of a selected section of music that has been taught during the term. A performance grade on the final assessment will be based on the Middle School Memphis Choir Assessment Performance rubric.



! There are very few “new” terms at this point in the yearly instruction. Focus should be put on reviewing and using previously taught terms. For example:

Instead of just recognizing dynamics as loud / soft, etc. Have students look at a musical score with multiple dynamic markings and answer questions such as “Should measure 4 be softer or louder than measure 16?” “What should be louder at measure 1, the accompaniment or the voices?” (assuming a dynamic is marked).

! !

! Vocal Technique Terms! ! resonance! ! chest voice! ! head voice


Teacher Assessment Rubrics Overview

Teacher assessment rubrics provide a fast, concrete formative assessment to be used in preparation for summative formal assessments. The rubrics attempt to create clear, observable student outcomes that can be easily identified by both student and teacher.

TEACHER CHECKLIST RUBRICS (p15-20)

Rubrics to check for understanding are an invaluable tool to evaluate student understanding of basic concepts. Because choral classes are often large, it is often impracticable, if not impossible to evaluate an entire class in one rehearsal. The checklists provided are simple “yes/no” evaluators. When evaluated the student either receives full credit for the item or no credit. Some tips for success with the checklists:

1. Pre-print the rubrics and have names of each student on the rubric before the assessment period. This can be done by simply writing names, or by creating a sheet of computer labels that can be printed and placed on the rubrics anytime they are needed during the school year. It is helpful to have something to store rubrics in so they are ready to be used during class (an index card box works well)

2. Set a period in which students will all be evaluated on a rubric (1 week, 3 days, etc). Know how many students will need to be evaluated during each rehearsal in order to stay on schedule.

3. Randomly select the desired number of assessments before class and have them out and ready. It is important that the students be assessed randomly rather than choosing to assess a student when they are “caught” doing something wrong. This will provide a more accurate representation of the students performance.

4. When assessing a student simply mark a check (yes) or x (no). For grading purposes divide the total number of points you would like to assign to the rubric by the number of observable traits. (A 100 point assessment with 4 points will receive a grade of 0, 25, 50, 75, or 100)

5. Be sure students are allowed to see the rubric and their grade after assessment. The rubrics will only be effective if students receive this feedback and have the opportunity to self-correct before the next assessment.

6. THE GOAL IS MASTERY - Feel free to re-assess and replace grades as needed.

In addition to the provided rubrics, a blank form has been provided for the creation of rubrics specific to your classroom instruction.

MUSIC READING RUBRICS (p21-23)

Music reading rubrics are designed to provide quick assessment of reading skills and provide students feedback about their performance. Use a highlighter (or just circle) to mark the level of measurement that best describes the skill. ! Rhythm Reading Rubric

Designed for testing rhythm skills alone using flashcards or any rhythmic reading line. Can be used with kodlay rhythm syllables, or by counting numbers.

! Melodic Reading Rubric! ! Designed for testing melodic reading skills using solfege! Sight-Singing Rubric

An advanced sight-reading rubric with an area for quick feedback to return to students. This is included as an example and for use for those wanting to do more intense sight-reading assessment

! PERFORMANCE RUBRICS (p24-27)These performance rubrics are identical to the those on the benchmark test at the completion of each grading term. The rubrics have increasingly more difficult skills and can be used to target specific performance issues throughout the year.


Name:____________________

Class: ____________________

1. In seat when the tardy bell rings

2. No personal items at seat

3. Has assigned music and folder

4. Has pencil

TOTAL GRADE:! _____

Name:____________________

Class: ____________________




4. Has pencil

TOTAL GRADE:! _____

Name:____________________

Class: ____________________




4. Has pencil

TOTAL GRADE:! _____

Name:____________________

Class: ____________________




4. Has pencil

TOTAL GRADE:! _____

Classroom Procedure RubricClassroom Procedure Rubric

Classroom Procedure RubricClassroom Procedure Rubric

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Name:____________________Class: ____________________

1. When seated feet are flat on the floor & back is away from chair, when standing feet are shoulder width apart with weight evenly distributed

2. If using music it is held at an appropriate level, if singing memorized arms are relaxed at sides

3. Torso is erect and and ribcage is expanded

4. Head is upright and neck is aligned

TOTAL GRADE:! _____

Singing Posture Checklist

Name:____________________Class: ____________________





TOTAL GRADE:! _____

Name:____________________Class: ____________________





TOTAL GRADE:! _____

Name:____________________Class: ____________________





TOTAL GRADE:! _____

Singing Posture Checklist

Singing Posture Checklist Singing Posture Checklist

Name:____________________

Class: ____________________

1. Rib cage high and expanded

2. No clavicular (shoulder) movement on inhalation

3. Abdominal expansion on inhalation

4. Sustained breath flow without collapse of ribcage on exhalation

TOTAL GRADE:! _____

Diaphragmatic Breathing Checklist

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Diaphragmatic Breathing Checklist

Diaphragmatic Breathing Checklist Diaphragmatic Breathing Checklist

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Name:____________________

Class: ____________________

1. Student is attempting to sing

2. Student is standing or sitting with correct posture

3. Student is visually forming proper vowel shapes for singing

4. Student is focused on the directors instructions

TOTAL GRADE:! _____

Classroom Performance ChecklistName:____________________

Class: ____________________





TOTAL GRADE:! _____

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Classroom Performance Checklist

Classroom Performance Checklist Classroom Performance Checklist

Name:____________________

Class: ____________________

1. Student breathes in appropriate places

2. Student performs with appropriate vocal tone

3. Student sings with good sense of legato

4. Student performs dynamics as indicated

TOTAL GRADE:! _____

Musical Expression Checklist

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Name:____________________

Class: ____________________





TOTAL GRADE:! _____

Musical Expression Checklist

Musical Expression ChecklistMusical Expression Checklist

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Name:____________________

Date: ____________________

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

TOTAL GRADE:! _____

Name:____________________

Date: ____________________

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

TOTAL GRADE:! _____

Name:____________________

Date: ____________________

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

TOTAL GRADE:! _____

Name:____________________

Date: ____________________

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

TOTAL GRADE:! _____

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Rhythm Reading AssessmentRhythm Reading Assessment

Rhythm Reading AssessmentRhythm Reading Assessment

Name:_________________ Date:_____

Total Score:______

Rhythm Counting Syllables

25 Steady'tempo'and'accurate'rhythm'throughout

All'notes'are'iden5fied'with'correct'rhythm'syllables'or'numbers

15Steady'tempo,'missed'a'few'rhythmic'pa;erns

Most'notes'are'iden5fied'with'correct'rhythm'syllables'or'numbers

5 Rhythms'are'not'accurate'and/or'stopped'during'performance

Rhythm'Symbols'or'numbers'are'not'correct

Name:_________________ Date:_____

Total Score:______








Name:_________________ Date:_____

Total Score:______








Name:_________________ Date:_____

Total Score:______








Melodic Reading AssessmentMelodic Reading Assessment

Melodic Reading Assessment

Name:_________________ Date:_____

Total Score:______

Melodic Reading Assessment

Pitch Rhythm Solfege Handsigns

25 All pitches are accurate

All rhythms are accurate

All solfege is accurate

All handsigns are accurate

20 Most pitches are accurate

Most rhythms are accurate

Most solfege is accurate

Most handsigns are accurate

15 Some pitches are accurate

Some rhythms are accurate

Some solfege is accurate

Some handsigns are accurate

10 Few or no accurate pitches

Few rhythms are accurate

Little or no solfege is accurate

Few handsigns are accurate

Name:_________________ Date:_____

Total Score:______


















Name:_________________ Date:_____

Total Score:______


















Name:_________________ Date:_____

Total Score:______


















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Ear Training Practice and Assessment

PURPOSE: Ear training sheets can be used to establish aural identification of interval patterns, practice notation, and assist in pitch matching.

METHOD:Each grid contains a set of 7 solfege syllables that will correspond to pitches played by the teacher. Students are given ear training grids with desired pitch set. It is recommended that students be introduced to only a few pitches at a time during the learning process. You may choose to begin with the Pentatonic Ear training sheets but have students cross out every pitch but Sol and Mi for some exercise, then add La, etc. At anytime students may be given an Ear Training sheet with staves and asked after identifying solfege to notate the pitches on the staff.

PROCEDURE:1. Each student is given an Ear Training Grid2. Determine what pitches will be used for the exercise (S-M, or S-M-L, or all, etc)3. Teacher identifies the starting pitch for the students4. Establish the key by playing the scale or tonic triad; Have the students reproduce the scale or triad by

singing5. Play the sequence of 7 pitches and have the students circle the solfege syllable of the pitch that they hear.

After a brief pause repeat the pattern at least 3 times.6. Ask a student to volunteer their answer - Ideally, have the student sing the pattern that they have circled; If

the student is not correct, solicit other answers until correct7. Have all students sing the correct solfege pattern!! IF USING STAFF NOTATION

8. Guide the students in writing a key signature and finding the tonic pitch.9. Have students write the note pattern using a specific note type - half note, quarter note, etc (provides another

opportunity to practice note types)

HINTS FOR SUCCESS:•! Practice 1 or 2 Ear Training Exercises Daily, do not attempt to do an entire sheet in one class sitting. •! Start very simple and add pitches only when a majority of the class has mastered the skill• When starting with Penatonic Scale use the Kodaly sequence for adding pitches (S-M patterns, S-M-L

patterns, S-M-L-D, etc)• When starting training from the Kodaly sequence the first note in the exercise should always be Sol until

students are more advanced; when working with the diatonic scale the first note should be tonic until students begin to gain mastery.

•! Have students sing the patterns

ASSESSMENT OPTIONS:

! Informal Individual Assessment:During practice time, student receives a grade for his or her answer (can be volunteered answer or prompted by teacher). In this model you might do several examples each day for a week using the same pitch set (S-M-L). It would be expected that within the week, all students answer one time for their grade.

! Formal Individual Assessment:After several classes of practice, students complete several Ear Training examples for a written grade. This can be done as a separate test or could simply be the final 2-3 problems on a sheet after the rest of the sheet has been used for practice.



Sample Exercises:LEVEL 1 - S-M Patterns

1 2 3

L L L L L L L L L L L L L L L L L L L L L

S S S S S S S S S S S S S S S S S S S S S

M M M M M M M M M M M M M M M M M M M M M

R R R R R R R R R R R R R R R R R R R R R

D D D D D D D D D D D D D D D D D D D D D

4 5 6






NOTES:

•Play exercise in the vocal range of the student

•Always tell the students the first pitch and set the key

•Play examples at least 3 times with short pauses for students to work between playings

•Have one student sing the answer then all students sing the answer (using handsigns) when not using the exercises for individual assessment.

Have students

cross out any pitches you will not be using


Name_____________________________________

1. 2 3






45 6






78 9






1011 12






1314 15






Ear Training - Penatonic


Name_____________________________________

1. 2 3S S S S S S S S S S S S S S S S S S S S SF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M MR R R R R R R R R R R R R R R R R R R R RD D D D D D D D D D D D D D D D D D D D DT T T T T T T T T T T T T T T T T T T T TL L L L L L L L L L L L L L L L L L L L LS S S S S S S S S S S S S S S S S S S S S

4 5 6S S S S S S S S S S S S S S S S S S S S SF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M MR R R R R R R R R R R R R R R R R R R R RD D D D D D D D D D D D D D D D D D D D DT T T T T T T T T T T T T T T T T T T T TL L L L L L L L L L L L L L L L L L L L LS S S S S S S S S S S S S S S S S S S S S



Ear Training - Diatonic


Name_____________________________________

1. 2 3L L L L L L L L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M MR R R R R R R R R R R R R R R R R R R R RD D D D D D D D D D D D D D D D D D D D DT T T T T T T T T T T T T T T T T T T T TL L L L L L L L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M M

4 5 6L L L L L L L L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M MR R R R R R R R R R R R R R R R R R R R RD D D D D D D D D D D D D D D D D D D D DT T T T T T T T T T T T T T T T T T T T TL L L L L L L L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M M

7 8 9L L L L L L L L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M MR R R R R R R R R R R R R R R R R R R R RD D D D D D D D D D D D D D D D D D D D DT T T T T T T T T T T T T T T T T T T T TL L L L L L L L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F F F F F F F F FM M M M M M M M M M M M M M M M M M M M M

Ear Training - Chromatic


Name_____________________________________

1. 2

L L L L L L L L L L L L L L

S S S S S S S S S S S S S S

M M M M M M M M M M M M M M

R R R R R R R R R R R R R R

D D D D D D D D D D D D D D

3. 4.






5. 6.






Ear Training with Staff Notation - Penatonic


Name_____________________________________

1. 2.S S S S S S S S S S S S S SF F F F F F F F F F F F F FM M M M M M M M M M M M M MR R R R R R R R R R R R R RD D D D D D D D D D D D D DT T T T T T T T T T T T T TL L L L L L L L L L L L L LS S S S S S S S S S S S S S



Ear Training with Notation - Diatonic


Name_____________________________________

1. 2L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F FM M M M M M M M M M M M M MR R R R R R R R R R R R R RD D D D D D D D D D D D D DT T T T T T T T T T T T T TL L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F FM M M M M M M M M M M M M M

3. 4.L L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F FM M M M M M M M M M M M M MR R R R R R R R R R R R R RD D D D D D D D D D D D D DT T T T T T T T T T T T T TL L L L L L L L L L L L L LSi Si Si Si Si Si Si Si Si Si Si Si Si SiS S S S S S S S S S S S S SFi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi Fi FiF F F F F F F F F F F F F FM M M M M M M M M M M M M M

Ear Training with Notation - Chromatic

Additional Assessment Tools

The following items are included for additional resources for formative assessment throughout the instructional year.

Student Rehearsal Self-Assessment (p37)This was originally designed as a Weekly (Friday) rehearsal activity to help students assess their rehearsal etiquette and contribution to the rehearsal during that week. This activity helps to focus students on how to be better contributors to the rehearsal process.

Concert Self-Evaluation (p38, 40)Two examples of concert self-evaluations are given. Some questions on these examples are tailored to the particular circumstance in which they were used; however, they can be adapted to work in any situation. These self-evaluations are designed to draw student’s attention to expected behaviors.!

Vocal Anatomy Diagram (p41)This diagram is identical to the graphic used during assessment and is provided to help familiarize students with anatomy of the vocal instrument. It can be used during formative instruction by removing the definitions and having students identify each part.

Other ResourcesIn addition to these resources, there are several good rubrics and guides for student evaluation included with the evaluation section of the Teacher Resource Binder of the adopted textbook Experiencing Choral Music.


Memphis Middle School Choir Assessment! ! ! ! ! ! ! ! ! Page 37STUDENT WEEKLY SELF-EVALUATION

Name Choir

1. YES NO Entered room on time for every rehearsal

2. YES NO Checked the agenda and had proper material ready for rehearsal

3. YES NO Had pencil ready for score marking

4. YES NO Started vocal technique (warm-up) on first cue of director

5. YES NO Focused attention during vocal technique for self-improvement

6. YES NO Maintained good singing posture sitting and standing

7. YES NO Marked score when instructed by director

8. YES NO Marked score with self-reminders without request of director

9. YES NO Kept attention focused on director and music during rehearsal

10. YES NO Focused attention immediately on director after stopping

11. YES NO Focused attention on correct breathing technique

12. YES NO Focused attention on correct vowel shapes

13. YES NO Used explicit choral diction

14. YES NO Focused attention on correct dynamics

15. YES NO Focused attention on proper articulation

16. YES NO Volunteered an answer to a musical question

17. YES NO Practiced singing/sight-reading outside the classroom this week

18. YES NO Gave a positive helpful comment to a fellow choir member

19. YES NO Used the “language of music” when questioning or talking

20. YES NO Smiled in rehearsal

Specify at least two positive aspects about your performance this week in rehearsal:

Specify one area in which you need to improve:

This evaluation is an accurate reflection of my performance this week.

SIGNATURE


Name: _____________________________ Period: _______ Date: _____________________

Concert Evaluation

Directions: Review in your mind last night’s concert. Think about your personal participation and your contribution to the overall success of our concert.

Based on your personal performance, complete the following survey. Then answer the following questions with complete sentences. Be specific.

1 = poor 2 = fair 3 = okay 4 = excellent 5 = awesome

Posture / stand tall 1 2 3 4 5

Hands at sides 1 2 3 4 5

Eye contact w/director 1 2 3 4 5

Attention to work 1 2 3 4 5

Tall vowels 1 2 3 4 5

Dynamics (loud / soft) 1 2 3 4 5

No fidgeting / talking 1 2 3 4 5

Balance of parts 1 2 3 4 5

Write 2 positive comments about your performance. BE SPECIFIC.

1.

2.

Write 2 constructive comments about your performance. BE SPECIFIC.

1.

2.

Write 2 positive comments about yours and your choir’s concert etiquette. BE SPECIFIC.

1.

2.

Write 2 constructive comments about yours and your choir’s concert etiquette. BE SPECIFIC.

1.

2.

What song or part of last night’s performance did you most enjoy? Why?

Name: Period:

Concert EvaluationAnswer the following questions, based on your performance at your Fall Concert. Circle the number the best corresponds to your actions.

1) Arrival Time: 5. “I was where I was supposed to be, ready to rehearse, at my “call time.”

4. “I was at school at my “call time,” on my way to meet my choir.”3. “I was a few minutes late to my call time.”2. “I was at school, in time for the concert, but missed the warm-up with my choir.” 1. “ I was not at the concert.”

Please add any necessary details to answer

1.

2) Uniform:

5. “My formal choir uniform was hemmed properly and neatly pressed. Girls: I had on panty hose, black dress shoes, and was not wearing any jewelry.” Boys: I had on all uniform pieces, black socks, and black dress shoes.

4. “I was missing one of the following: Girls: dress hemmed, dress ironed, panty hose, black dress shoes, had on jewelry. Boys: Uniform wrinkle free, black socks, black shoes, bow tie

3. “I was missing two of the following: dress hemmed, dress ironed, panty hose, black dress shoes, had on jewelry. Girls: dress hemmed, dress ironed, panty hose,

black dress shoes, had on jewelry.” Boys: Uniform wrinkle free, black socks, black shoes, bow tie” 2. “I was there for the concert, but was not dressed appropriately.” 1. “I was not at the concert.”


2

3) Concert Etiquette –Hallway & Rehearsal Etiquette:5. “While in the in the hallways/in rehearsal, I stood appropriately and refrained from talking, whispering, laughing, eating and using the cell phone. I kept my focus and was silent.”4. “While in the in the hallways/in rehearsal, I did almost all that I was expected to do, except I did whisper from time to time.3. “While in the in the hallways/in rehearsal, someone could say I was guilty by association. I was not doing anything wrong, but people around me were, and I did nothing to stop them.”2. “While in the in the hallways/in rehearsal, I was talking and was not focused on the task at hand.”1. “I was not at the concert.”


3


4) Concert Etiquette – Stage Behavior:5. “I went to my spot on the risers quickly and accurately. I stayed still throughout the entire stage performance, I did not let anything break my concentration on the music.

4. “I was in the correct spot, but I had trouble standing still.” 3. “I was in the correct spot, but I whispered or laughed on stage. 2. “I didn’t go to the correct spot on stage, and then made it obvious that I was not in the correct place. 1. “I was not at the concert.”


4.

5) Concert Performance – Individual:5. “I performed an excellent concert. My notes and rhythms were correct. I was confident that I had the words and parts memorized. I sang with good breath support and a tall, pleasing tone. I was able to focus on the director, so that I could respond to dynamics, breathing entrances, and word stress.4. “I performed a very good concert. Almost all of my notes and rhythms were correct. My tone was good and my breathing was good most of the time. I had almost everything memorized. I watched the director, and was able to respond to many things, like dynamics, breathing and word stress.

3. “I did OK at the concert. I had a few mistakes. I watched my director sometimes, but I did my own thing in regards to breathing and details, and I didn’t really sing any dynamics. I am not sure about my tone or my breathing.2. “I didn’t perform very well at the concert. I sang some wrong notes, and stopped singing several times, because I wasn’t sure what to do. I didn’t really watch the director, and I didn’t know what details to do. I sang the same tone I always have, and I took breaths wherever it was easiest.

1. “I was not at the concert.”


5.

6) Concert Performance – Choir:5. “Our choir performed an excellent concert. We were confident in our notes, rhythms, words and entrances. Our tone was beautiful, blended and balanced. We watched our director and responded to cues for entrances and releases, dynamics, word stress, and phrasing.”4. “Our choir performed a very good concert. We were sang most of our notes, rhythms, words and entrances. Our tone was pretty good most of the time, and most of our breathing was planned and together. We watched our director and responded to cues for entrances and releases, dynamics, word stress, and phrasing.”3. “Our choir made it through our songs. We did not sing any wrong notes or words, but sometimes it felt like we were “off.” Our tone did not really blend, and our breathing was not together consistently. At least we did not “crash and burn.”2. “Our choir did not do very well at the concert. There were many wrong notes and missed entrances. Our tone was sometimes harsh and did not tune. We did not follow the director and began to fall apart.”1. “Most of our choir was not there for the concert. It was nearly impossible for our group to be successful. It was embarrassing.”


6



Name_______________________

The Anatomy of the Vocal Instrument

1. Larynx - The vocal chords are located inside the larynx as well as the epiglottis, the valve closing the air passage off from the digestive track.

2. Lungs - The lungs are the essential organs of respiration; the main function is to exchange carbon dioxide for oxygen

3. Diaphragm - The diaphragm is an involuntary muscle acting as a base to the chest (thoracic cavity) and a roof to the abdomen. It lowers to make room for lung expansion and contracts when releasing air.

4. Soft Palate - The soft palate acts as a valve between the nasal cavity and the mouth. A lifted soft palate in singing closes off the nasal cavity and creates proper singing resonance.

5. Hard Palate - the hard palate acts as a resonating surface for the voice

Memphis Middle School Choir Assessment1st 9 Week Benchmark

Critical Vocabulary

Match the musical symbol to its name:

Match the dynamic marking with its meaning:

a. bass clef

b. quarter note

c. whole note

d. treble clef

e. half note

1. ___ 𝄞2. ___ 𝄢3. ___ h

4. ___ w

5. q

a. loud

b. soft

c. very loud

d. very soft

e. medium loud

6. ___ pp

7. ___ p

8. ___ mf

9. ___ f

10. ___ ff

Match the following tempo marking with their meaning:

14.The four spaces of the treble clef (from bottom to top) are:a. A B C D

b. F A C E

c. E G B D

d. A C E G

15. The five lines of the treble clef (from bottom to top) are:! a. A B C D E

! b. G B D F A

! c. E G B D F

! d. F A C E G

VOCAL TECHNIQUE

16. When standing for singing, your feet should be:! a. touched together! b. turned to the outside! c. shoulder width apart! d. none of the above

17. In correct singing posture, your chest should be:a. held high and expandedb. collapsed forward and lowc. turned to the sided. none of the above

18. When you take a breath to sing your shoulders should:! a. pull back to make more room for air! b. go up when you breathe in and down when you breathe out! c. remain in a stable, relaxed position ! d. none of the above

11. ___ allegro

12. ___ andante

13. ___ largo

a. very slow

b. medium “walking” tempo

c. quickly

Use the diagram below to match parts of the vocal anatomy to their names:

Please place answers below:

19. ___

20. ___

21. ___

Answer Choices for 19-21:a.Lungsb.Larynxc.Diaphragm

For questions 22-25, match the number to the terms:

22. ___

23. ___

24. ___

25. ___

22 23

24

Answer ChoicesNumber 22-25

a. measureb. breath markc. repeat signd. barline25

Listening:

For each example below, circle the rhythm you hear:

26

a. b.

27

a. b.

28

a. b.

Circle the solfege for the pattern you hear played, both patterns begin on SOL.

29 30




PERFORMANCE:

Sight-Reading (Group Assessment)! Rhythm: Assess individually or in small groups students ability to execute a one measure ! rhythm pattern from flashcards studied during the first 9 weeks (1-24, 29-30)

Score Rhythm Rhythm+Syllables

6 Steady+tempo+and+accurate+rhythm+throughout All+notes+are+iden7fied+with+correct+rhythm+syllables+or+numbers

3 Steady+tempo,+missed+a+few+rhythmic+pa<erns Most+notes+are+iden7fied+with+correct+rhythm+syllables+or+numbers

0 Rhythms+are+not+accurate+and/or+stopped+during+performance

Rhythm+Symbols+or+numbers+are+not+correct

! Pitch: From flashcard stick notation, assess individually or in small groups the students ability ! to execute one measure S-M-L solfege patterns

Score Pitch Handsigns

6 Pitch+is+accurate+throughout All+handsigns+are+accurate

3 Most+Pitches+are+correct Most+Handsigns+are+accurate

0 Pitches+are+not+correct+and/or+stopped+during+performance

Handsigns+are+incorrect+or+not+a<empted

Choral (Group Assessment)! Use a short selection from repertoire studied during the grading period that allows assessment ! of the following skills:

!Score Pitch Rhythm Vocal+Technique+D+Posture Vocal+Technique+D+Breath+

ManagementVocal+Technique+D+Vowel+

Produc7on

8 All+pitches+are+accurate+

All+rhythms+are+accurate

Student+demonstrates+all+elements+of+proper+singing+posture

Student+demonstrates+all+elements+of+proper+breath+management+and+is+able+to+perform+phrasing+appropriate+to+the+repertoire

Student+performs+tall,+resonant+vowels+all+of+the+7me

6 Most+pitches+are+accurate

Most+rhythms+are+accurate

Student+demonstrates+most+elements+of+proper+singing+posture

Student+demonstrates+most+elements+of+proper+breath+management+and+performs+with+appropriate+phrasing+most+of+the+7me

Student+performs+tall,+resonant+vowels+most+of+the+7me

4Some+pitches+are+accurate

Some+rhythms+are+accurate

Student+demonstrates+some+elements+of+proper+singing+posture

Student+demonstrates+some+elements+of+proper+breath+management+and+performs+with+appropriate+phrasing+some+of+the+7me

Student+performs+tall,+resonant+vowels+some+of+the+7me

2Few+or+no+pitches+are+accurate

Few+or+no+rhythms+are+accurate

Student+demonstrates+few+or+no+elements+of+proper+singing+posture

Student+demonstrates+few+elements+of+proper+breath+management+and+does+not+perform+appropriate+phrasing

Student+does+not+sing+with+tall,+resonant+vowels+most+of+the+7me

1st Nine-Week Benchmark Answer Grading Key

! !! Multiple Choice - 3 pts Each (84 points)

1. D2. A3. E4. C5. B6. D7. B8. E9. A10.C11. C12.B13.A14.B15.C

16.C17.A18.C19.B20.A21.C22.D23.B24.C25.A26.A27.B28.A

! 1 pt for each correct pitch (12 points)!29 30




Performance - Rhythm (12 possible points)Performance - Pitch Reading (12 possible points)

Performance Assessment (40 possible points)TOTAL POSSIBLE POINTS: 160! Level 1 - Mastery Goal 40% - 64 points! Level 2 - Mastery Goal 60% - 96 points! Level 3 - Mastery Goal 80% - 128 points

Suggested scoring If using this score as a gradebook average on a 100 point scale:! Divide total number of points earned by Mastery Goal Points x 100 and round! ! ! ex: Level 1 Student receives 45 points, 45/64 = 70! ! ! Any score over Mastery Goal Points would receive 100

Memphis Middle School Choir Level Assessment2nd 9 Week Benchmark

Critical Vocabulary


Treble Clef - Notation! Write the correct letter name for each pitch under the staff below:

!

Write the SOLFEGE SYLLABLE below the staff for the notes indicated below. The starting pitch has been done for you.

a. eighth note

b. quarter note

c. whole note

d. repeat signs

e. half note

1. ___ 𝄆 𝄇

2. ___ e

3. ___ h

4. ___ w

5. ___ q

6. 7. 8. 109.

11. 12. 13. 14. 15. 16.

MULTIPLE CHOICE

17. Which of the following is not a basic vowel of singing:! a. AH! b. EE! c. AY! d. OO

18. Correct breathing for singing involves:a. shallow breathing high in the chestb. low breathing that engages the diaphragmc. using your shoulders to help press air in and outd. none of the above

19. When you take a breath to sing your shoulders should:! a. pull back to make more room for air! b. go up when you breathe in and down when you breathe out! c. remain in a stable, relaxed position ! d. none of the above

20. The vocal chords are located inside the:a. lungsb. diaphragmc. larynxd. mouth

21. The tempo marking that means “quickly” is:a. allegrob. andantec. largod. crescendo

22. The musical term that means “get louder” is:a. crescendob. accelerandoc. descrescendod. ritardando

For questions 22-25, match the number to the terms:

Use the music above to answer the following questions:

27. The tempo marking for this song indicates that it should be sung:a. very slowlyb. at a medium “walking” tempoc. quicklyd. very fast

28. The time signature indicates that what kind of note receives one beat?a. half noteb. whole notec. quarter noted. eighth note

Answer ChoicesNumber 22-25

a. breath marka. double barlineb. time signaturec. forte (sing loudly)

ANSWERS:

23. ___

24. ___

25. ___

26. ___

23

24

26

25

Listening:

For each example below, circle the rhythm you hear:

29

a. b.

30

a. b.

31

a. b.

Circle the solfege for the pattern you hear played. When complete, write the pattern on the staff below using half notes to represent each pitch.32 33





PERFORMANCE:

Sight-Reading (Group Assessment)

! Use Hal Leonard’s Melody Flashcard Kit to Assess from card patterns 1-12. Students should ! successfully execute 1 card using solfege.


8All pitches are accurate




6Most pitches are accurate




4

Some pitches are accurate




2

Few or no accurate pitches





!Score Pitch Rhythm Vocal0Technique0(review) Vocal0Technique090Dic;on Musical0Expression090

Dynamics

8 All0pitches0are0accurate0

All0rhythms0are0accurate

Student0demonstrates0all0elements0of0proper0singing0posture0and0breath0management

Student0performs0with0crisp,0accurate0placement0of0all0ini;al0and0final0consonants

Student0performs0all0dynamic0markings0as0indicated0in0the0score

6 Most0pitches0are0accurate

Most0rhythms0are0accurate

Student0demonstrates0most0elements0of0proper0singing0posture0and0breath0management

Student0performs0with0crisp,0accurate0placement0of0most0ini;al0and0final0consonants

Student0performs0most0dynamic0markings0as0indicated0in0the0score

4Some0pitches0are0accurate

Some0rhythms0are0accurate

Student0demonstrates0some0elements0of0proper0singing0posture0and0breath0management

Student0performs0with0crisp,0accurate0placement0of0some0ini;al0and0final0consonants

Student0performs0some0dynamic0markings0as0indicated0in0the0score

2Few0or0no0pitches0are0accurate

Few0or0no0rhythms0are0accurate

Student0demonstrates0few0or0no0elements0of0proper0singing0posture0and0breath0management

Student0does)not0perform0with0crisp,0accurate0placement0of0ini;al0and0final0consonants.

Student0does)not0perform0dynamic0markings0as0indicated0in0the0score

2nd Nine-Week Benchmark Answer Grading Key! !! Multiple Choice - 3 pts Each (93 points)

1. D2. A3. E4. C5. B6. F7. F8. A9. D10.G11.Mi12.Sol13.La14.Sol15.Mi

16. Do17. C18. B19. C20. C21. A22. A23. B24. C25. A26. A27. B28. C29.B30.A31.B

! 1 pt for each correct pitch (12 points)! 1 pt for each correctly notated pitch (12 points)32 33





Performance - Music Reading (32 possible points)Performance Assessment (40 possible points)

TOTAL POSSIBLE POINTS: 189

Level 1 - Mastery Goal 40% - 75.6 pointsLevel 2 - Mastery Goal 60% - 113.4 pointsLevel 3 - Mastery Goal 80% - 151.2 points

Suggested scoring If using this score as a gradebook average on a 100 point scale:

Divide total number of points earned by Mastery Goal Points x 100 and round

Any score over Mastery Goal Points would receive 100

Memphis Middle School Choir Assessment3rd 9 Week Benchmark

Critical Vocabulary

Match the musical term with its definition:

Treble and Bass Clef Notation!! Write the correct letter name for each pitch on the staves below:

!

a. the five lines and four spaces on which music is written

b. a dynamic marking meaning “loud”

c. the two lines usually found at the end of the final measure of a song indicating you have reached the end

d. to play or sing smooth and connected

e.in singing, this word refers to the way the vowels and consonants are pronounced

f.a dynamic marking meaning “very soft”

g.a tempo marking meaning “very fast”

h. a tempo marking meaning “very slow”

1. ____ presto

2. ____ forte

3. ____ double barline

4. ____ legato

5. ____ diction

6. ____ staff

7. ____ largo

8. ____ pianissimo

9. 12. 13. 14. 15. 16. 17. 18.10. 11.

VOCAL TECHNIQUE:

24. The vocal cords are located within the:a. Larynxb. Diaphragmc. Lungsd. Soft Palate

25. The soft palate is used to:a. breatheb. close off the nasal cavity helping with good resonance and vowelsc. control loud and softd. help posture

26. The diaphragm is primarily used in:a. breathingb. shaping vowelsc. creating consonantsd. changing tempo

Answer Choices for Questions 19-23

a. Larynx

b. Soft Palate

c. Hard Palate

d. Lungs

e. Diaphragm

Place Answers Below:

19. ____

20. ____

21. ____

22. ____

23.____

Use the music above to answer the following questions:

27. The notes in circle 27 are seperated by:! a. step! b. skip! c. same note! d. none of the above

28. The symbol next to the note in circle 28 is a(n):a. naturalb. flatc. sharpd. accent

29. The symbol between the two notes in circle 29 is a(n):a. accentb. sharpc. flatd. slur

29

2827

30 31

30. The notes inside circle 30 are all separated by:! a. step! b. skip! c. same note! d. none of the above

31. The term above the notes in circle 31 indicates the performer should:a. slow downb. speed upc. sing softerd. sing louder

Listening:Circle the rhythm that is played:

32a.

33a.

b. b.

c. c.

Circle the solfege for the pattern you hear played. When complete, write the pattern on the staff below using half notes to represent each pitch.

34 35






PERFORMANCE:

Sight-Reading (Group Assessment)

! Use Hal Leonard’s Melody Flashcard Kit to Assess from card patterns 13-24. Students should ! successfully execute 1 two measure pattern (2 cards) using solfege. One card should be ! review (cards 1-12) the other other should be new material (13-24).


8All pitches are accurate




6Most pitches are accurate




4

Some pitches are accurate




2

Few or no accurate pitches





!

Score Pitch Rhythm Vocal0Technique0(review) Vocal0Technique090Dic;on0“dipthongs”

Vocal0Technique09Legato

8 All0pitches0are0accurate0

All0rhythms0are0accurate

Student0demonstrates0all0elements0of0proper0singing0posture0and0breath0management

Student0demonstrates0proper0execu;on0of0all0diphthongs0elonga;ng0the0ini;al0vowel0sound

Student0demonstrates0proper0legato0singing0with0text0connec;on0and0proper0breath0management0all0of0the0;me

6 Most0pitches0are0accurate

Most0rhythms0are0accurate

Student0demonstrates0most0elements0of0proper0singing0posture0and0breath0management

Student0demonstrates0proper0execu;on0of0most0diphthongs0elonga;ng0the0ini;al0vowel0sound

Student0demonstrates0proper0legato0singing0with0text0connec;on0and0proper0breath0management0most0of0the0;me

4Some0pitches0are0accurate

Some0rhythms0are0accurate

Student0demonstrates0some0elements0of0proper0singing0posture0and0breath0management

Student0demonstrates0proper0execu;on0of0some0diphthongs0elonga;ng0the0ini;al0vowel0sound

Student0demonstrates0proper0legato0singing0with0text0connec;on0and0proper0breath0management0some0of0the0;me

2Few0or0no0pitches0are0accurate

Few0or0no0rhythms0are0accurate

Student0demonstrates0few0or0no0elements0of0proper0singing0posture0and0breath0management

Student0does0not0demonstrate0proper0execu;on0of0diphthongs

Student0does)not0demonstrate0proper0legato0singing.

3rd Nine-Week Benchmark Answer Grading Key

! Multiple Choice - 3 pts Each (99 points)1. G2. B3. C4. D5. E6. A7. H8. F9. A10.E11.D12.B13.F14.F15.A16.D

17. F18. C19. A20. D21. E22. B23. C24. A25. B26. A27. B28. C29. D30.A31.A32.C33.C

! 1 pt for each correct pitch (12 points)! 1 pt for each correctly notated pitch (12 points)34 35








Level 1 - Mastery Goal 40% - 78 pointsLevel 2 - Mastery Goal 60% - 117 pointsLevel 3 - Mastery Goal 80% - 156 points




Memphis Middle School Choir Assessment

Critical Vocabulary


Match the following notes and rests to their name:!

10. In music the word dynamics refers to:

a. how fast or slow the music isb. how loud or soft the music isc. how high or low the music isd. how long or short the music is

a. bass clef

b. sharp

c. repeat signs

d. treble clef

e. flat

1. 𝄞

2. 𝄢

3. ♭

4. ♯

5. 𝄆 𝄇

6. q7. h

8. w

9. e

a. half note

b. whole note

c. eighth note

d. quarter note

11.The tempo of a piece of music refers to:! a. how fast or slow the music is

b. how loud or soft the music isc. how high or low the music isd. how long or short the music is

12. The five lines and four spaces on which music is written is called a:! a. chart

b. staffc. staffd. bars

13. Bar lines divide the staff into smaller sections called:a. chunksb. bitsc. measuresd. square

14. The term legato means the music should be performed:a. smooth and connectedb. short and seperatedc. accented d. loudly

15. The time signature indicates:a. how fast the music isb. how many beats are in each measurec. how loud the music isd. how long the music is

VOCAL TECHNIQUE

16. Which of the following is not a part of good standing singing posture?a. Feet shoulder width apartb. Head upright, aligned, and balancedc. arms crossed in front of the bodyd. ribcage expanded

17. When taking a breath to sing you should:a. Breathe high and shallow pulling shoulders up to make room for more airb. Breathe low expanding the abdominal area and lowering the diaphragmc. Allow your shoulders to collapse to push the air out of the bodyd. none of the above

Use the diagram below to match parts of the vocal anatomy to their name:

23. The five basic vowel sounds for singing include all EXCEPT:a. AHb. EEc. UHd. OHe. OO

24. The term diphthong refers to:a. a technique for singingb. a way of breathing for singingc. a combination of two vowels d. a part of the vocal chords

Answer Choices for 18-22:a.Larynxb.Soft Palatec.Hard Palated.Lungse.Diaphragm

Answers

18. ___

19. ___

20.___

21.___

22. ___

Use the music score below to answer the questions that follow:

25. In this music how many beats are there in each measure?a. 1b. 2c. 3d. 4

26. The tempo of this music can be described as:a. very slowb. a medium “walking” tempo

! c. quickly! d. very fast

27. How many systems appear in the music above?a. 2b. 4c. 6d. 8

28. How loud should the piano play at the beginning of this piece?a. very softlyb. softc. medium loudd. very loud

29. In symbol above measure 6 indicates the voice part should sing:a. louderb. softerc. fasterd. slower

30. In measure 5:a. the voice should be louder than the pianob. the piano should be louder than the voicec. both parts should be the same volumed. none of the above

Use the music below to answer the following questions:

31. The note circled in measure 1 of this musical line is:a. Ab. Cc. Ed. B

32. The tempo of this muscal line is:a. very slowb. very fastc. medium “walking” tempod. slowly

33. The symbol found above the eighth notes in measure 3 is a:a. breath markb. slurc. accentd. barline

34. The rest in measure 2 is a:a. quarter restb. half restc. whole restd. eighth rest

35. How many measures are in the musical line?a. 1b. 2c. 3d. 4

36. The musical line should be performed:a. loudb. softc. very loudd. very soft

37. In the last measure the tempo should:a. speed upb. slow downc. stay the samed. none of the above

Listening:For the following questions, circle the letter that represent the rhythm that is played. Each listening example will begin with 4 clicks to establish tempo followed by the playing of the rhythm on a single pitch. Each example will be played 3 times.38

a.39

a.

b. b.

c. c.

d. d.

Listen to the following pitch patterns and indicate which solfege pattern is played. Each Pattern will be played 3 times.

40. Begins on SOLa. S M S S

! b. S S M S! c. S M S M! d. S M M S

41.Begins on SOLa. S L S Mb. S M L Sc. S S L Sd. S L M S

42. Begins on DO! a. D M S M L S M! b. D R M R M R D! c. D S L S L S D! d. D M L S L S M

43. Begins on DO

! a. D M R M S L S! b. D R D R M S M! c. D S M S L S M! d. D R D M R M D

Circle the pattern played for questions 44-45.44

a.

45

a.

b. b.

c. c.

PERFORMANCE:

Sight-Reading (Group Assessment)! Use Hal Leonard’s Melody Flashcard Kit to Assess from card patterns 25-32. Students should ! successfully execute 1 two measure pattern (2 cards) using solfege. One card should be ! review (cards 1- 24) the other other should be new material (25-32).



All rhythms are accurate All solfege is accurate All handsigns are accurate


Most rhythms are accurate Most solfege is accurate Most handsigns are accurate



Some solfege is accurate Some handsigns are accurate


Few rhythms are accurate Little or no solfege is accurate


Choral (Group Assessment)

Score Pitch*&*Rhythm

Vocal*Technique* Vocal*Technique*6*Tone Vocal*Technique*6*Dic8on Musical*Expression

8All*pitches*and*rhythms*are*accurate*

Student*demonstrates*all*elements*of*proper*singing*posture*and*breath*management

Student*demonstrates*open*rounded*tone*with*“in*the*mask”*and*healthy*chest/head*voice*resonance*all*of*the*8me

Student*demonstrates*good*choral*dic8on*including*proper*vowel*shape,*consonant*placement,*and*good*execu8on*of*diphthongs*all*of*the*8me.

Student*performs*with*appropriate*phrasing*and*dynamics*all*of*the*8me.

6Most*pitches*and*rhythms*are*accurate

Student*demonstrates*most*elements*of*proper*singing*posture*and*breath*management

Student*demonstrates*open*rounded*tone*with*“in*the*mask”*and*healthy*chest/head*voice*resonance*most*of*the*8me

Student*demonstrates*good*choral*dic8on*including*proper*vowel*shape,*consonant*placement,*and*good*execu8on*of*diphthongs*some*of*the*8me.

Student*performs*with*appropriate*phrasing*and*most*all*of*the*8me.

4Some*pitches*and*rhythms*are*accurate

Student*demonstrates*some*elements*of*proper*singing*posture*and*breath*management

Student*demonstrates*open*rounded*tone*with*“in*the*mask”*and*healthy*chest/head*voice*resonance*some*of*the*8me

Student*demonstrates*good*choral*dic8on*including*proper*vowel*shape,*consonant*placement,*and*good*execu8on*of*diphthongs*some*of*the*8me.

Student*performs*with*appropriate*phrasing*and*dynamics*some*of*the*8me.

2Few*or*no*pitches*and*rhythms*are*accurate

Student*demonstrates*few*or*no*elements*of*proper*singing*posture*and*breath*management

Student*does*not*sing*with*good*resonance,*and/or*sings*with*improper*usage*of*chest/head*voice*registra8on.

Student*does*not*demonstrate*good*choral*dic8on.

Student*does*not*perform*with*appropriate*phrasing*and*dynamics

Memphis Middle School Choir Assessment Answer Grading Key

! Multiple Choice - 3 pts Each (135 points)1. D2. A3. E4. B5. C6. D7. A8. B9. C10. B11. A12. B13. C14. A15. B16. C17. B18.C19. B20. A21. D22. E23. C

24. C25. D26. B27. A28. C29. A30. A31. C32. B33. B34. A35.D36.B37. B38.C39. A40. C41. A42. A43. D44. B45. B



Level 1 - Mastery Goal 40% - 82.8 pointsLevel 2 - Mastery Goal 60% - 124.2 pointsLevel 3 - Mastery Goal 80% - 165.6 points




Documents

Memphis Middle School Choir Assessment Master - … · Memphis Middle School Choir Assessment!! ! ! ! ! ! ! !Page 4. 1st 9 Weeks PRE-TEST ... Assessment model based on Hal Leonard’s