Workbook in Music - 10: Quarter 1 Music of The 20 Century

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WORKBOOK IN MUSIC – 10

QUARTER 1
th
Music of the 20 Century

MODULE 5

Prepared by:

CATHERINE DE SAN JOSE- FABIAN


Mayor Ricardo De San Jose Comprehensive National High School
LEARNING COMPETENCY:
Evaluates music and music performances using guided rubrics;

LET’S EXPLORE!

WHAT IS A RUBRIC

In Education terminology, rubric means “a scoring guide used to evaluate the quality of
students’ constructed responses”. Put simply, it is a set of criteria for grading
assignments. Rubrics usually contain evaluative criteria, quality definitions for those
criteria at particular levels of achievement, and a scoring strategy. They are often
presented in table format and can be used by teachers when marking, and by students
when planning their work. Rubrics, when used with formative assessment purposes,
have shown to have a positive impact on students’ learning.

A scoring rubric is an attempt to communicate expectations of quality around a task. In


many cases, scoring rubrics are used to delineate consistent criteria for grading,
Because the criteria are public, a scoring rubric allows teachers and students alike to
evaluate criteria, which can be complex and subjective. A scoring rubric can also
provide a basis for self-evaluation, reflection, and peer review. It is aimed at accurate
and fair assessment, fostering understanding, and indicating a way to proceed with
subsequent learning/ teaching. This integration of performance and feedback is called
ongoing assessment or formative assessment.

SEVERAL COMMON FEATURES OF SCORING RUBRICS CAN BE DISTINGUISHED:


1. They focus on measuring a stated objective (performance, behavior, or quality)
2. They use a range to rate performance.
3. They contain specific performance characteristics arranged in levels indicating
either the developmental sophistication of the strategy used or the degree to
which a standard has been met.

AT THIS POINT:
1. You know the definition of a rubric and its use in giving assessment to
assignments and performances.
2. Your goal is to learn how to give an evaluation to a musical performance.
TAKE TIME TO LOOK: This RUBRIC will be used in evaluating Music Performance

MUSIC PERFORMANCE ASSESSMENT RUBRIC

POOR FAIR GOOD EXCELLENT


1 pts 2 pts 3 pts 4 pts

Pitch Accuracy POOR FAIR GOOD EXCELLENT


Most pitches are Many of the pitches Sings most of the Confidently sings
using incorrectly are sung pitches correctly all pitches
and student is not incorrectly, but with few errors correctly.
able to track student tracks weill and tracks well in
within musical in musical score. musical score.
score.

Rhythmic POOR FAIR GOOD EXCELLENT


Accuracy Most of the Some basic rhythms Most of the Confidently
rhythms in are performed rhythms are performs all
musical score are correctly; however, performed rhythms correctly.
performed has challenges with correctly, with
incorrectly. some rhythms in few errors.
specific measures.
Style/ POOR FAIR GOOD EXCELLENT
Interpretation The style and Some parts of the Most of the piece The performance
interpretation of piece are is performed of the piece is
the piece is not performed using using correct style beautifully
executed during both style and and executed with
performance. interpretation. interpretation. both appropriate
style and
interpretation
Musicianship POOR FAIR GOOD EXCELLENT
No dynamics. No Some dynamics are Most of the Student performs
use of articulation. observed. Some dynamics are the piece with
Most phrases are articulation is folled, and most appropriate
performed performed. Some of the articulation dynamics,
incorrectly. phrases are signs are phrasings, and
complete and observed. Most articulation
musically accurate. phrases are
performed
correctly
DIRECTIONS IN USING A RUBRIC:
1. Read the criteria in the leftmost column, as well as each rubric scoring box for your guidance.
2. You can determine your evaluation scores during and towards the end of the performance.
3. Write your chosen score per criteria (row) OUTSIDE the rightmost part of the table or if there are boxes
provided in writing scores.
4. Add the scores per criteria to reach a FINAL SCORE.
5. Provide two to three sentences on why you arrive at such evaluation score.

EXAMPLE OF A FINISHED SCORING RUBRIC:

MUSIC PERFORMANCE ASSESSMENT RUBRIC


POOR FAIR GOOD EXCELLENT SCORE
1 pt 2 pts 3 pts 4 pts
Pitch Accuracy Poor Fair Good Excellent 3
Rhythmic Poor Fair Good Excellent 3
Accuracy
Style/ Poor Fair Good Excellent 4
Interpretation
Musicianship Poor Fair Good Excellent 4
FINAL SCORE 14/16

COMMENTS:
Pitch and Rhythmic Accuracy is good. The interpretation of the performance is excellent and the
musicianship is exceedingly high. The enjoyable musical performance is recommended to be watched
again.

TESTING WHAT YOU HAVE LEARNED!

ACTIVITY 1: EVALUATE THE MUSICAL PERFORMANCES


DIRECTION: Watch the following videos. On a separate sheet of, write your name, year and section and
then write your score and comments about the performance. Pass your scoring rubrics to your teacher
upon finishing or returning this module.

Band Musical Performances


Musicians’ Age: Young Adults

VIDEO 1: https://www.youtube.com/watch?v=SygBcEHdK8M
VIDEO 2: https://www.youtube.com/watch?v=tHNbHsKsQf8
VIDEO 3: https://wwwyoutube.com/watch?v=7xC5I-Pe2s
Blank Rubric for Activity 1
NAME: _________________________ Year & Section: __________ Video No. __________

MUSIC PERFORMANCE ASSESSMENT RUBRIC

POOR FAIR GOOD EXCELLENT SCORES


1 pts 2 pts 3 pts 4 pts

Pitch Accuracy POOR FAIR GOOD EXCELLENT


Most pitches are Many of the Sings most of the Confidently sings
using incorrectly pitches are sung pitches correctly all pitches
and student is incorrectly, but with few errors correctly.
not able to track student tracks and tracks well in
within musical weill in musical musical score.
score. score.

Rhythmic POOR FAIR GOOD EXCELLENT


Accuracy Most of the Some basic Most of the Confidently
rhythms in rhythms are rhythms are performs all
musical score are performed performed rhythms
performed correctly; correctly, with correctly.
incorrectly. however, has few errors.
challenges with
some rhythms in
specific measures.
Style/ POOR FAIR GOOD EXCELLENT
Interpretation The style and Some parts of the Most of the piece The performance
interpretation of piece are is performed of the piece is
the piece is not performed using using correct beautifully
executed during both style and style and executed with
performance. interpretation. interpretation. both appropriate
style and
interpretation
Musicianship POOR FAIR GOOD EXCELLENT
No dynamics. No Some dynamics Most of the Student performs
use of are observed. dynamics are the piece with
articulation. Most Some articulation folled, and most appropriate
phrases are is performed. of the articulation dynamics,
performed Some phrases are signs are phrasings, and
incorrectly. complete and observed. Most articulation
musically phrases are
accurate. performed
correctly
FINAL SCORE
FURTHER TESTING WHAT YOU HAVE LEARNED!

ACTIVITY 2: Arrange the scoring rubric directions in order.

DIRECTION: Arrange the following according to proper sequence by putting number 1-5, number 1
being the first in order.

______ 1. Add the scores per criteria to reach a FINAL SCORE.

______ 2. Provide two to three sentences on why you arrive at such evaluation score.

______ 3. Write your chosen score per criteria (row) OUTSIDE the rightmost part of the table or if there
are boxes provided in writing scores.

______ 4. Read the criteria in the leftmost column, as well as each rubric scoring box for your guidance.

______ 5. You can determine your evaluation scores during and towards the end of the performance.

ASSIGNMENT:

Make an advance reading and research on what is:

AFRO-LATIN AMERICAN AND POPULAR MUSIC


ANSWER KEY:

Scoring Rubrics for Activity 1


(Output to be received by teacher/ instructor)

0 points – No output
1-3 points – has one completed rubrics with comments
4-6 points – has two completed rubrics with comments
7-8 points – has three completed rubrics with comments
9-10 points – has complete work and with exceptional construction of comments

ACTIVITY 2:

1. 4
2. 5
3. 3
4. 1
5. 2

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