Assessment: A graded (individual) singing check in which students sing repertoire we have studied in class.

1 Pitch 2 3 4

Rhythm

Tone Quality

Expression

No accurate A few pitches were accurate sung. pitches were sung. No accurate A few rhythms accurate were sung. rhythms were sung. Tone was Tone was raw and somewhat unpleasant. raw and, at times, unpleasant. No A few expressive expressive elements elements were sung. were sung.

Most pitches All pitches sung were sung were accurate. accurate. Most rhythms sung were accurate. Tone was mostly well refined and nice to listen to. Basic crescendo, decrescendo and dynamic accuracies were sung. All rhythms sung were accurate. Tone was quite refined and very pleasant to listen to. Very expressive performance will all elements present.

Assessment: A graded quartet check in which students perform repertoire we have studied in class; A quartet reflection in which students rate their quartet experience. 1 Pitch/Rhythmic No pitches or Accuracy rhythms were sung accurately. Balance and No balance or Blend blend present in the sound. 3 Most pitches and rhythms were sung accurately. Balance and blend were uneven (i.e., good balance, bad blend, vice versa, or inconsistency. No expressive A few Basic elements in the expressive expressive sound. elements in the elements were sound. sung. 2 A few pitches and rhythms were sung accurately Very little balance and blend were present in the sound. 4 All pitches and rhythms were sung accurately. Balance and blend were sung were with conscientiousness and accuracy.

Expression

All expressive elements were sung with accuracy and attention to musicality. Quartet No Very little Quartet was Quartet was Communication communication communication looking up and always looking up between between communication and quartet quartet via facial communicating members. members. expression with confidence. most of the time.

Assessment: After class discussions about why our music progresses in the way it does, students will be allowed to volunteer either in class or in private to demonstrate what they learned. Students will be given a lead sheet with a basic I vi IV V I progression. They will hear the progression once through, and then be asked to sing a melodic phrase over it. Chord Accuracy 1 No pitches sung were accurate to the chord progression. Melodic material was boring nonsensical, and uncreative (very little material). 2 A few pitches sung were accurate to the chord progression. Melodic material wasnt interesting, but made sense. 3 Most pitches sung were accurate to the chord progression. Melodic material had interesting aspects. 4 All pitches sung were accurate to the chord progression. Melodic material was very creative and exciting to listen to.

Melodic Material

Assessment: Students will be given one week to choose a passage from their All-State music that they would like to re-compose. After a decision is made, the student will tell me what theyve chosen so that I may approve their choice (5 points, pass/fail). They will be given 2 weeks to prepare their reimagination and turn it in for a grade; Students will reflect on what they did and why they made certain decisions Melodic Choices 1 No melodic changes were made. 3 Melodic changes were made, but material was unoriginal and lacked creativity. No rhythmic Very few Rhythmic changes rhythmic changes were made. changes were made, were made. but material was stale and lacked critical thought. No Little Creativity creativity, creativity, was evident, piece piece had a but some remained few changes, choices were (basically) but not bizarre or the same. much. nonsensical. 2 Very few melodic changes were made. 4 Melodic choices were accurate and creative; pleasant to listen to. Rhythmic changes were fun and creative.

Rhythmic Choices

Creativity

Very creative changes were made; pleasant to listen to.

Assessment: In said skills check, the student will be given a melody to look over for 20-30 seconds. They will then sing the melody using hand-sign solfege. The melodies will be in three different difficulty levels. ALL STUDENTS will begin the semester with the Easy sight-reading melody. After a successful completion of this melody, the students will have the opportunity to move up the three-tiered scale by performing another one on the spot, or waiting a few weeks to refine their skills. Each melody will be graded as follows: Pitch Accuracy Rhythmic Accuracy Intonation 1 Pitches were not very accurate. Rhythms were not very accurate. Melody was not in tune/modulated throughout. 2 Pitches were mostly or all accurate. Rhythms were mostly or all accurate. Melody was mostly or all in tune.