Formative Assessment Packet Formative Music Educators 4 Assessment Toolbox 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. Scope of Musical Concepts in the Grade 4 Formative Assessments

Expressive Qualities Form and Rhythm and Meter Pitch Performing Design Dynamics Tempo Articulation

Simple Meters A–B Mezzo-Piano Fermata Continue to apply Scale Clear Tone and develop prior A–B–A mp knowledge. c Rondo Major/Minor Instrument Syncopation Mezzo-Forte Exploration eq e Two-Part Score mf j e mM Compound Meters Continue to apply and develop prior knowledge, as well as distinguish between simple and compound meters.

This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox). Except where otherwise noted, this work is licensed under © 2014 The Carnegie Hall Corporation http://creativecommons.org/licenses/by-nc-sa/3.0/ Expressive Qualities Formative Music Educators (Articulation) 4 Assessment Toolbox Teacher Worksheet

Legato Staccato Accent

A B C Summative Assessment

Group Responding Task: Solo/Group Solo/Group Creating Task 4 Students listen to a given musical Performing Task: and Performing Task: Identify Tempo, Dynamics, excerpt and move to demonstrate Students sing a known song, Students sing, play, conduct, Articulation, Mode, Form, and accents, legato, and staccato, following given articulation compose, and/or move to a Instrumentation responding when articulation changes markings or signals. known song using accents, legato, Students listen to a musical excerpt are heard. and staccato. Students perform and then use the Student Worksheet or conduct for each other in to select the corresponding tempo, small groups and describe their dynamics, articulation, mode (major Group Responding Task: articulation choices. or minor), form, and instrumentation Review accent, legato, and staccato. that they hear. Have students listen to a musical excerpt and complete the Student Worksheet.

This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox). Except where otherwise noted, this work is licensed under © 2014 The Carnegie Hall Corporation http://creativecommons.org/licenses/by-nc-sa/3.0/ Expressive Qualities Formative Music Educators 4 Assessment Toolbox (Articulation) Teacher Worksheet

2 4 3 1 Rubric Practice, Practice, Standing Ovation Stage Ready Try Again Practice

Create, Respond Creates, responds Creates, responds Creates, responds Does not create, to, or Perform to, or performs to, or performs to, or performs respond to, Articulation: articulation articulation with articulation or perform Accent accurately and hesitation and some inaccurately most of articulation. Legato without hesitation. inaccuracies. the time, but may be Staccato accurate occasionally.

Class: Notes Student Name A B C

This resource is part of Carnegie Hall’s Music Educators Toolbox Except where otherwise noted, this work is licensed under (carnegiehall.org/toolbox). © 2014 The Carnegie Hall Corporation http://creativecommons.org/licenses/by-nc-sa/3.0/ Expressive Qualities Formative Music Educators (Articulation) 4 Assessment Toolbox Student Worksheet

Name: Date: Class:

Circle the articulation words that describe this music. s e l p m a x E n o i t a t o N d n 2 2nd Not2antidonNoEtxaats imoe l npp lEem sxa ax mE pn leo i st a t o N 2nd dn 2 Notation Examples 2nd Notation Examples

Accent Staccato No Accent Legato œ œ . œ . . œ . >4 >œ > œ 4 . œ . . . œ œ. . >. œ. . œ. œ 4 œ > œ> . . 4 . œ. œ . œ. . œ. œ œ œ œ œ œ œ & œ 4 &œ œ œ œ4 œœ œœ œœ œ œ œœ œ œ 4 œ œ& &œœ 4œ œœ œ œœ œœ œœœ œ &œ œ œ 4œœ œœœ œœœ œœ œ œœ œ 4 œœ œ& œœ œ œœ œ œ œ

Two instruments I heard were a and a . ∑ ∑ & ∑ & ∑ ∑ ∑ ∑ ∑ & &∑ ∑ ∑∑ ∑ ∑ &∑∑ ∑ ∑ ∑ & ∑ ∑ ∑ ∑ When I hear this music I think about …

∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ ∑ & & ∑This music makes me∑ feel … & & ∑∑ &∑∑ ∑ & ∑ 13 13 13 1 13 3 1 ∑ ∑ ∑ ∑∑ ∑ ∑ ∑ ∑∑ ∑ ∑ ∑∑∑ ∑∑ ∑ & & This resource is part of Carnegie Hall’s Music Educators Toolbox& & (carnegiehall.org/toolbox). & Except& where otherwise noted, this work is licensed under © 2014 The Carnegie Hall Corporation http://creativecommons.org/licenses/by-nc-sa/3.0/

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