YEAR SEVEN SEM 1, 2010 Report Comments

MUSIC - YEAR ONE SEM 1, 2012 Assessment Perform beat individually while the class Beat sings a known song. (LUCY LOCKETT) Checklist Walk on the beat individually or in pars while Beat the class sings. (FEET FEET) Checklist Point to heart beats/icons while the class Beat sings. (ENGINE ENGINE) Checklist X 2 Written Singing Identify teacher's speaking/singing voice. Individually use singing voice (matching pitch) to sing a 2 or 3 note song/phrase. (OH Singing MY/CHARLIE) Checklist X 2 Identify whether teacher is performing beat or Written Beat/rhythm rhythm. * perform either beat or rhythm in pairs while Beat/rhythm another pair performs opposite. Checklist

Ta/titi Perform 4 beat pattern from flashcard Checklist

REPORT COMMENTS A NAME can consistently identify and perform the beat accurately in a variety of situations. He/She sings in tune, matching the pitch correctly and is developing skills in rhythmic part work. NAME is always an enthusiastic participant in Music.

B–good sing NAME can identify and perform the beat accurately. HE/SHE sings in tune and can match the pitch correctly. NAME participates well in Music.

B–ok sing NAME can usually identify and perform the beat accurately. HE/SHE has identified HIS/HER singing voice and his ability to sing in tune is developing. NAME participates well in Music.

C– good sing NAME is developing the ability to identify and perform the beat accurately. HE/SHE sings in tune and can match the pitch correctly. NAME participates well in Music.

C – ok sing NAME can sometimes identify and perform the beat accurately. HE/SHE is developing the ability to sing simple songs in tune and participates well in Music.

C – not sing NAME can usually identify and perform the beat accurately. HE/SHE is still differentiating between HIS/HER singing and speaking voice and participates well in Music.

D NAME finds it difficult to stay on task and focus in Music. HE/SHE is developing the ability to keep the beat and is still differentiating between HIS/HER singing and speaking voice.

With support, [NAME] can keep the beat and HIS/HER skills in this area are developing. HE/SHE is still differentiating between HIS/HER singing and speaking voice. NAME is easily distracted, but when HE/SHE is on task HE/SHE participates well.

Deb Brydon Forest Lake SS Report Comments Sem 2 2012 [email protected] MUSIC - YEAR TWO SEM 1 2012 Assessment tasks ta/tit/rest Complete a 4 beat rhythmic dictation. Written Term 1 week 5 ta/titi/rest Perform 4 beat pattern from flashcard. Checklist Term 1 week 7-10 Rhythmic Perform 2 beat ostinato while singing known Checklist ostinato/sing song (in a small group). (ostinato and singing) Term 1 week 6 + 10 + Term 2 week 1 so/mi play 4 beat so/mi flashcard Performance Term 2 week 3-4 so/mi Aurally identify 4 beat pattern from three Written written patterns where the rhythm is the same. Term 2Week 3 so/mi Write so and mi on the staff (eg so is given, Written write mi). Term 2 Week 2 Form Identify the form of a song. Written Term 1 & Term 2 week 1 Singing Indiv singing – See Saw – pitch patching Checklist Term 2 week 2-4

REPORT COMMENTS A NAME can accurately read, write and perform simple rhythmic patterns containing ta, titi and rest. HE/SHE is able to aurally identify the notes so and mi and play these on tuned percussion. NAME is developing some good part work skills, sings in tune and participates enthusiastically in class.

B NAME can read, write and perform simple rhythmic patterns containing ta, titi and rest. HE/SHE is usually able to aurally identify the notes so and mi and play these on tuned percussion. NAME sings in tune and participates enthusiastically in class.

C NAME can usually read, write and perform simple rhythmic patterns containing ta, titi and rest. HE/SHE is developing an understanding of the notes so and mi and can play these on tuned percussion with some accuracy. NAME can sing in tune and participates enthusiastically in class.

C – not sing NAME can usually read, write and perform simple rhythmic patterns containing ta, titi and rest. HE/SHE is developing an understanding of the notes so and mi and can play these on tuned percussion with some accuracy. NAME is still developing his/her singing voice and participates enthusiastically in class.

D With support, NAME can read, write and perform simple rhythmic patterns containing ta, titi and rest. HE/SHE is beginning to develop an understanding of the notes so and mi and can, at times, play these on tuned percussion with some accuracy. NAME is still developing his/her singing voice.

Deb Brydon Forest Lake SS Report Comments Sem 2 2012 [email protected] MUSIC - YEAR FOUR SEM 1, 2012 Assessment In small group sing a canon in 3 parts (3 or 4 children Canon per part). Checklist Families of the Identify the four families of the orchestra and one orchestra instrument from each family. Written Pentatonic scale including high do/in tune singing Sing pentatonic scale including high do with handsigns. Checklist Rhythms (ta titi rest tikatika ta-a ta-a-a-a) Perform 8 beat pattern from flashcards. Checklist Rhythms (ta titi rest tikatika ta-a ta-a-a-a) rhythmic dictation - 8 beat. Written

Recorder (E G) Play known song (E and G only) on recorder. Checklist

Recorder (E G) Write E and G on the staff and draw recorder fingering. Written Repeat sign and anacrusis Identify repeat sign and anacrusis in written music. Written

A NAME plays songs (using E and G) on recorder with the correct technique and a nice tone and can sight-read the music from the staff accurately. HE/SHE is able to sing known tunes in canon and in solfa with confidence and can classify instruments of the orchestra accurately. NAME participates enthusiastically in class.

B NAME plays known songs (using E and G) on recorder with the correct technique and can usually read the music from the staff with accurately. HE/SHE is able to sing known tunes in canon with confidence and can classify instruments of the orchestra accurately. NAME participates enthusiastically in class.

C NAME can play some known songs (using E and G) on recorder and can usually read the music from the staff. HE/SHE is able to sing known tunes in canon and can classify instruments of the orchestra accurately. NAME participates well in class.

D NAME can play some simple known songs (using E and G) on recorder with assistance but has difficulty reading the music from the staff. HE/SHE is able to sing known tunes in canon with the support of a group. NAME usually participates well in class.

Deb Brydon Forest Lake SS Report Comments Sem 2 2012 [email protected] MUSIC - YEAR SIX SEM 1 - 2012 Assessment tasks

Instrument families Classify instruments into their families. Written Treble clef notes C D Label notes from the treble clef/draw notes on the treble E F G A C’ D’ clef staff. Written Treble clef notes C D Play known song (reading from staff) on tuned E F G A C’ D’ percussion. Checklist Match up rhythms to their formal rhythm names (including crotchet, quaver, semiquaver, minim and Formal rhythm names semibreve). Written Rhythm revision (Simple) 12 beat rhythmic dictation. Written Dynamics (p, f, cres, decres, legato, Define known dynamics. Identify dynamic changes in staccato, pp, ff music heard. Written In a small group sing a partner song in 2 or 3 parts Partner song (about 3 per part). Checklist Solfa (extended pentatonic) Transcribe solfa from staff to stick notation. Written

REPORT COMMENTS A NAME grasps new musical concepts quickly and applies them accurately in a variety of situations. HIS/HER rhythmic and melodic work are of a very high standard and HE/SHE has demonstrated the ability to play known songs on the xylophone autonomously. NAME is always an enthusiastic participant.

B NAME‘s rhythmic and melodic work are of a good standard. HE/SHE has demonstrated the ability to read simple music and play known songs on the xylophone. NAME participates well in Music.

C NAME is achieving some success with HIS/HER rhythmic and melodic skills. HE/SHE can play simple known songs on the xylophone with some accuracy and usually participates well in Music.

D NAME is achieving some success with his rhythmic and melodic skills, however, HE/SHE has experienced some difficulty in applying them across a range of situations. HE/SHE finds reading music difficult, however, with support can play simple known songs on the xylophone. NAME usually participates well in Music.

D – little interest NAME displays little interest in Music. HE/SHE has had difficulty with many concepts covered and HIS/HER results are limited by a lack of focus and ability to keep on task. At times, when HE/SHE is focused, NAME has been able to complete some practical tasks.

Deb Brydon Forest Lake SS Report Comments Sem 2 2012 [email protected]