Year 1 Semester 1 Criteria Name: Date: Class: Task: Choose one Signature Picture Card (select from a limited number of core songs) and sing the pictured song while sitting on the magic Singing Chair. A B C D E Performing Students aural skills by staying in tune and keeping in time when they sing and play. Controlled presentation of song with no pitch or rhythmic errors, correct posture and appropriate, sensitive phrasing Effective presentation of song with mostly correct posture and phrasing Credible presentation of song with mostly correct pitch, rhythm and posture Variable presentation of song with some attempt at correct pitch and posture Minimal presentation of song with little or no attempt at correct pitch and posture Responding students communicate the music they listen to, make and perform and where and why people make music. Perceptive reflection on performance relating to singing voice, steady beat and pitch using icons on white board Informed reflection on performance relating to singing voice, steady beat and pitch using icons on white board Relevant reflection on performance relating to singing voice, steady beat and pitch using icons on white board Superficial reflection on performance relating to singing voice, steady beat and pitch using icons on white board Cursory reflection on performance relating to singing voice, steady beat and pitch using icons on white board Overall Result: ______________ Year 1 Semester 1
To complete this task, the students need to know a selection of well known songs from which to choose. They need to be confident singing by themselves in front of a group and to be familiar with reflecting on their own and peer performances. Quick differentiation ideas Content: Limit the range of songs used Process: Use of manipulatives such as ‘magic’ microphone and favourite puppet to perform with the child Product: If students have significant anxiety issues, the performance could take place in a quiet area away from the class Environment: Peer modelling of task Year 1 Semester 2 Criteria Sheet Name: Date: Task: Create an 8 beat rhythmic pattern using and in paddle pop sticks. Perform that pattern by clapping and saying rhythm names. A B C D E Composing Insightful and skilful creation of a rhythm that is Informed and effective creation of a rhythm that Relevant and competent creation of a Variable creation of a rhythm by selecting and Minimal creation of a rhythm.
Students improvise, compose, arrange and perform music. different from a known song innovative in patterning and with a strong ending. is different from a song innovative in patterning and with a strong ending. rhythm that may resemble a song with some innovative in patterning . combining known elements. Performing Students aural skills by staying in tune and keeping in time when they sing and play. Excellent performance of own composition demonstrating even subdivisions within an accurate beat. Effective and mostly accurate performance of own composition demonstrating even subdivisions within a steady beat. Credible performance of own composition demonstrating mainly steady beat and even subdivisions. Variable performance of own composition with little accuracy of beat. Minimal performance of own composition. Responding students communicate about the music they listen to, make and perform and where and why people make music. Perceptive reflection on learning and performance Informed reflection on learning and performance Relevant reflection on learning and performance Superficial reflection on learning and performance Cursory reflection on learning and performance Overall Result: ______________ Year 1 Semester 2 Paddle Pop Composition
Quick differentiation ideas Content: Limit or extend the range of rhythmic elements used Process: Use of manipulatives such as paddlepop sticks or IWB for rhythms Product: Negotiate task to suit needs and abilities Environment: Peer tutoring, use of music software Year 2 Semester 1 Criteria Sheet Name: Date: Class: Task: In pairs, sing Lucy Locket while performing the four beat ostinato on an untuned percussion instrument of their choice. One student sings, one performs ostinato, then swap. A B C D E Performing Students skills by staying in tune and keeping in time when they sing and play. Controlled presentation of song with completely accurate ostinato, always Effective presentation of song with mainly accurate ostinato, always Credible presentation of song with sometimes accurate ostinato, mainly Variable presentation of song, inaccurate ostinato, beat fluctuating and Minimal or unfinished presentation of song and ostinato.
steady beat and excellent pitch. Balance, sensitivity and awareness of second part is evident. steady beat and very good pitch. Balance, sensitivity and awareness of second part is attempted. steady beat and good pitch. Some awareness of second part is evident. no awareness of second part. Responding students communicate about the music they listen to, make and perform and where and why people make music. Perceptive reflection on learning and own and others performance. Informed reflection on learning and own and others performance Relevant reflection on learning and on own and others performance Superficial reflection on learning and performance Cursory reflection on learning and performance Overall Result: ______________ Year 2 Semester 1 Lucy Locket with Ostinato In Tune Singing
playing technique Responding students communicate about the music they listen to, make and perform and where and why people make music. Perceptive reflection on learning and performance Informed reflection on learning and performance Relevant reflection on learning and performance Superficial reflection on learning and performance Cursory reflection on learning and performance Overall Result: ______________ Year 2 Semester 2 Creating Two Rhythmic Flashcards Four Beats on each card
Year 3 Semester 1 Criteria Sheet Name: Date: Class: Task: In a of 6, sing Frere Jacques in a two part canon, 3 students on each part. A B C D E Performing Students aural skills by singing and playing instruments with accurate pitch, rhythm and expression. Controlled singing of song with a clear confident tone, accurate pitch, expressive elements, and an awareness of their part within the performance Effective singing of song with a confident tone, accurate pitch, expressive elements, and an awareness of their part within the performance Credible singing of song with mostly accurate pitch, expressive elements, and a basic ability to hold their part. Variable singing of song with poor pitch, expressive elements, and little ability to hold their part. Minimal singing of song with poor pitch, expressive elements, and little ability to hold their part. Responding Students and similarities and differences between music they listen to, compose and perform. They how they and others use the elements of music in performance and composition. Perceptive reflection on learning and performance answering the listed questions. Informed reflection on learning and performance answering the listed questions. Relevant reflection on learning and performance answering the listed questions. Superficial reflection on learning and performance answering the listed questions. Cursory reflection on learning and performance answering the listed questions. Overall Result: ______________
Year 3 Semester 2 Criteria Name: Date: Class: Task: Using counters and match sticks, create a d m s melody on a felt staff with do on the second line. Sing in solfa while pointing to the staff notation. A B C D E Composing Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. Insightful and skilful creation of a piece of music with accurate staff placement and correct stem positions, that is different from a known song, innovative in pitch patterning and with a strong ending. Informed and effective creation of a piece of music with accurate staff placement and mostly correct stem positions, that is different from a known song, has some variation in pitch patterning and with a strong ending. Relevant and competent creation of a piece of music with mostly accurate staff placement and stem positions., that has some pitch patterning . Variable creation of a piece of music with some evidence of note placement. Minimal or no creation of a piece of music. Performing Students aural skills by singing and playing instruments with accurate pitch, rhythm and expression. Controlled singing of created melody with no pitch errors while accurately following notes on the staff Effective singing of created melody with minimal pitch errors while accurately following notes on the staff Credible singing of created melody with some errors while mainly following notes on the staff Variable singing of created melody with pitch errors with no real sense of following staff notation Minimal singing of created melody with pitch errors with no sense of following staff notation Responding Students and similarities and differences between music they listen to, compose and perform. They how they and others use the elements of music in performance and composition. Perceptive reflection on learning and performance answering the listed questions. Informed reflection on learning and performance answering the listed questions. Relevant reflection on learning and performance answering the listed questions. Superficial reflection on learning and performance answering the listed questions. Cursory or no reflection on learning and performance answering the listed questions. Overall Result: ______________
Task: Play on a melodic instrument with C = d. A B C D E Performing Students aural skills by singing and playing instruments with accurate pitch, rhythm and expression. Controlled presentation of song with no errors, steady beat, accurate rhythms and correct instrumental techniques. Effective presentation of song with limited pitch errors, steady beat, mostly accurate rhythms and usually correct instrumental techniques. Credible presentation of song with some pitch and rhythm errors, usually steady beat, and some attempt at correct instrumental techniques. Variable presentation of song with many errors in pitch, rhythm and technique. Minimal or no presentation of song . Responding Students and similarities and differences between music they listen to, compose and perform. They how they and others use the elements of music in performance and composition. Perceptive reflection on learning Informed reflection on learning Relevant reflection on learning Superficial reflection on learning Cursory reflection on learning Overall Result: ______________
Composing Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. Insightful and skilful creation of a piece of music with accurate staff placement and correct stem positions, that is different from a known song, innovative in pitch patterning and with a strong ending. Informed and effective creation of a piece of music with accurate staff placement and mostly correct stem positions, that is different from a known song, has some variation in pitch patterning and with a strong ending. Relevant and competent creation of a piece of music with mostly accurate staff placement and stem positions., that has some pitch patterning . Variable creation of a piece of music with some evidence of note placement. Minimal or no creation of a piece of music. Performing Students aural skills by singing and playing instruments with accurate pitch, rhythm and expression. Controlled presentation of composition with no solfa errors, accurate rhythms and excellent pitch. Effective presentation of composition with no solfa errors, mainly accurate rhythms and good pitch. Credible presentation of composition with some errors, rhythm and pitch. Variable presentation of composition with many errors, rhythm and pitch. Minimal or no presentation of composition. Responding Students and similarities and differences between music they listen to, compose and perform. They how they and others use the elements of music in performance and composition. Perceptive reflection on learning Informed reflection on learning Relevant reflection on learning Superficial reflection on learning Cursory reflection on learning Overall Result: ______________ drm Composition 1. Did you use the correct notes on the staff?