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    Assessment Task Title: Music Technology - Composing

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    This document provides details for a music technology assignment for a Grade 9 music class. Students are tasked with selecting a 2-3 minute cartoon clip without music and composing an original piece to accompany the clip using music software of their choice. They will then insert their composed music back into the cartoon. Students will be assessed on developing their music composition skills using technology and thinking creatively to modify the music to portray the emotion of the piece. The assignment aims to explore how technology can be used to compose music without instrumental skills and whether this represents a musical revolution.

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    Assessment Task Title: Music Technology - Composing

    Uploaded by

    api-264844045
    75 views5 pages
    This document provides details for a music technology assignment for a Grade 9 music class. Students are tasked with selecting a 2-3 minute cartoon clip without music and composing an original piece to accompany the clip using music software of their choice. They will then insert their composed music back into the cartoon. Students will be assessed on developing their music composition skills using technology and thinking creatively to modify the music to portray the emotion of the piece. The assignment aims to explore how technology can be used to compose music without instrumental skills and whether this represents a musical revolution.

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    This document provides details for a music technology assignment for a Grade 9 music class. Students are tasked with selecting a 2-3 minute cartoon clip without music and composing an original piece to accompany the clip using music software of their choice. They will then insert their composed music back into the cartoon. Students will be assessed on developing their music composition skills using technology and thinking creatively to modify the music to portray the emotion of the piece. The assignment aims to explore how technology can be used to compose music without instrumental skills and whether this represents a musical revolution.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    75 views5 pages

    Assessment Task Title: Music Technology - Composing

    Uploaded by

    api-264844045
    This document provides details for a music technology assignment for a Grade 9 music class. Students are tasked with selecting a 2-3 minute cartoon clip without music and composing an original piece to accompany the clip using music software of their choice. They will then insert their composed music back into the cartoon. Students will be assessed on developing their music composition skills using technology and thinking creatively to modify the music to portray the emotion of the piece. The assignment aims to explore how technology can be used to compose music without instrumental skills and whether this represents a musical revolution.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Assessment Task Title

    G9 Music technology - composing 3

    Student name: Dene Eang


    Due date:

    March 13, 2015

    Subject & Grade: Music G9


    Key Concept: Change
    Related Concept(s): Composition, Presentation
    Global Context: Scientific and technical innovation
    Statement of Inquiry: Music can be composed and played electronically without knowledge of how
    to play an instrument.

    Inquiry Question(s):
    C How can I use modern technology to compose a piece of music?
    F Different software has different functions for music composition,
    D Technology in music, is it a musical revolution? Is it better or not?

    Approaches To Learning Skills Used:

    Your Task:
    Select a 2 to 3 minute cartoon you like and remove the music, Use music tech to compose a piece of music
    to support the chosen section of carton and re-insert back into the cartoon.

    Inspiringethical,respectful,compassionategloballeadership

    Details & Conditions:


    Completed in class individually.
    Software can be student choice.

    You will be assessed on the following MYP criteria:


    Criterion B: Developing skills
    Criterion C: Thinking creatively

    Inspiringethical,respectful,compassionategloballeadership

    Developing skills

    Teacher
    0

    12

    Criterion B:
    Student
    Published Descriptors
    You have not reached a standard described by any
    0
    of the descriptors given below.
    12

    The student:
    i. demonstrates limited acquisition and development of the skills and
    techniques of the art form studied
    ii. demonstrates limited application of skills and techniques to create,
    perform and/or present art.

    The

    student:
    i. demonstrates adequate acquisition and development of the skills
    and techniques of the art form studied
    ii. demonstrates adequate application of skills and techniques to
    create, perform and/or present art.

    34

    34
    The student:
    i. demonstrates substantial acquisition and development of the skills
    and techniques of the art form studied
    ii. demonstrates substantial application of skills and techniques to
    create, perform and/or present art.

    56

    78

    56

    78

    The student:
    i. demonstrates excellent acquisition and development of the skills
    and techniques of the art form studied
    ii. demonstrates excellent application of skills and techniques to
    create, perform and/or present art.

    Task-specific indicators:
    Able to use Garageband, Fruity loops Mixcraft or Finale to compose a suitable music
    piece to support the Cartoon you chose.
    Student reflections:

    Teacher comments:

    Inspiringethical,respectful,compassionategloballeadership

    Thinking creatively

    Student
    0

    12

    Criterion C:
    Teacher
    Published Descriptors
    The student does not reach a standard described by
    0
    any of the descriptors below.

    12

    The student:
    i. presents a limited outline of an artistic intention, which may lack
    clarity or feasibility
    ii. presents a limited outline of alternatives, perspectives, and
    imaginative solutions
    iii. demonstrates limited exploration of ideas through the
    developmental process, which may lack a point of realization.

    The student:
    34

    34

    56

    56

    78

    78

    i. presents an adequate outline of a clear and/or feasible artistic


    intention
    ii. presents an adequate outline of alternatives, perspectives, and
    imaginative solutions
    iii. demonstrates adequate exploration of ideas through the
    developmental process to a point of realization.
    The student:
    i. presents a substantial outline of a clear and feasible artistic
    intention
    ii. presents a substantial outline of alternatives, perspectives, and
    imaginative solutions
    iii. demonstrates substantial exploration of ideas through the
    developmental process to a point of realization.
    The student:
    i. presents an excellent outline of a clear and feasible artistic
    intention
    ii. presents an excellent outline of alternatives, perspectives, and
    imaginative solutions
    iii. demonstrates excellent exploration of ideas through the
    developmental process to a point of realization.

    Task-specific
    Modify the music section to reflect how you want to portray the emotion of the
    piece.
    Student Reflections

    Teacher comments

    Inspiringethical,respectful,compassionategloballeadership

    Inspiringethical,respectful,compassionategloballeadership

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