SSALEM-KEIZER GENERAL MUSIC CURRICULUM. 6 Kindergarten - Expressive Elements Rubrics KEK, Understand the concept of fist nd slow (CFA) | 4Student can demonstrate the concept of fast and slow na variety of ways (vocally, with movement, whe listening to examples} 3 Student can demonstrate the concept of fast and slow during a teacher guided lesson 2~ Student can demonstrate the convept of fast and slow aftr being redirected or helped by the teacher. 1-Student fs unable to demonstrate understanding ofthe concept of ast and slow, TER. Respond to various vod, instrumental and other musieal sounds (CFA) |4~ Student ean create their own appropriate responses to musical sounds, 3~Student respond appropitel to musical sounds. 2-With assistance from the teacher or other students, student wl respond to musical sounds. 11-Student does not respond appropriately to music sounds.SALEM. KEIZER GENERAL MUSIC CURRICULUM. 28 Grade Laval ist ] Standard/Objectve: ipresve Elements: Create b ian and perform dynamics to ‘company a poem/song, (4 line poen/song recommended, small groups recommended) a ‘Student takes the lead to help plan andor divectthe performance ‘| 3 ‘Uses dynamic symbols to plan a performance and accurately performs as planned D “Some understanding oF dynamic symbols is demonstrated and/or performance does not ‘match plan aueaea|e ile or no effort is made to plan or perform dynamics 1 - ramp of 8 ne poe ‘venient “Turpentine tomate sine ‘veri, ean crt “sens woul dec hat pts wove op orplane) eso tforfo. Stuer aul mark at ne ree words, Sal rues ‘would wares for aessment. Groups cance and peso for ach ote, Grade level | Standard/Objectve:Bxpresve Elements Respond e. Respond to various voral, insrumental and otter musical sounds | Student is not only accurate and consistent in responding to the desired musical sound, but so uses musical elves to anticipate the desired sound | Student responds accurately and consistently to the desired musical sound | Students sometines responding accurately tothe desired musical sound, but snot | consistent 7 ‘Radent i not able to respond tothe desired musical sound TET ene“ te unbeatable temas he sod he te. stents wl pce iy thls ty nena the penta ange reed hs we ht ae Astcond pon cl be ‘SStonconga aster ace fr) hase nthe ee hates a son en eee toe tl eer he eo stn rth asa. Raabe oe donee wha AE NE| SSALEM-KEIZER GENERAL MUSIC CURRICULUM 30 | Grade Level: 2 | Standard/Objective Expressive Elements: Create a: Plan and perform tempo changes oem/sone, 4 Student fakes the lead to help plan and/or direct the performance 3 ‘Uses tempo words to plana performance and accurately performs as planned 5 “Some understanding of tempo vocabulary s demonstrated and/or performance does not match plan 1 Lite ana efor is made to plan or perform changes in tempo "See resource folder Tor multiple poems that can be used for tempo. Grade lave ‘Standard/Objective Expressive Elements Respond m, Lien and respond to varie oF folk and classical misc, Use appropriate vocabulary to identity expressive elements and intruments/viees, ‘Student snot only accurate and eonsistentn responding with the appropriate expressive vocebuly andor instruments, but can respond in multiple way, verbally, written, wit the body, ete ‘Student responds accurately and consistently with the appropriate expressive vocabulary and/or instruments | Student is sometines responding accurately with vocabulary/instraments but isnot consistent ‘Students notable to identify expresive elements or instruments“SALEN-KEIZER GENERAL MUSIC CURRICULUM. 32 3rd Grade ‘SERa, Listen and respond ta variety of folk and classical music emer [Se mee 5 ‘Student answers 5 examples correlly ad respond in writing using appropriate vocabulary to respond to folk and classical musi [cea ‘Student answers 45 examples correctiy ‘Student answers 2-3 examples correctly ‘Student answers Tor none coreatiy SrdGrade | EIR, Ure appropriate vorabulary to denlily expressive elements and Expressive | instrumentsvoices ce See asessment 4 ‘Student identifi all the instruments ae walls other examplos not studied in class ‘Student kertifis the instruments and vocabulary ina least ofS examples Student identifies the instruments and vocabulary in 2-3 of the examples Student i nt able to identity the instruments or vocabulary inthe examples“SALEM KEIZER GENERAL MUSIC CURRICULUM: 34 “ath Grade “GER. Listen ant respond to musle using appropriate vocabulary (ee Know), ofa Expressive | variety of syle including folk classical, and jazz Elements See assessment ji ‘todent undersiands ad identifies tonality accurately. Student sable to identify the tonality of music they hearin other situation. 3 ‘Student accuratey identifies the tonality ofa listening example atleast out of times. 3 ‘Student sable to accurately Wnty the tonality fa Tstaring example Zor 3 times out oF attempts. 1 ‘Student Is not able to identify the tonality of listening example. “Grade Level 4 | Standard/Objectve: Expressive Elements Respond b Listen and respond to music ofa] | variety of styles inclaing folk, classe, jar and rock | See asessment : ‘Student answers 5 examples correctly and respond in writing using appropriate ‘vocabulary to respond to folk and classical music a ‘Student answers #5 examples correcty | 2 ‘Student answers 2-3 examples correctly 7 ‘Students answer 0-1 example corecly“SALEM KEIZER GENERAL MUSIC CURRICULUM. 36 [ Sth Grade | SIERa, Use approiate vocabulary to Wnty moliple expressive elements while Expressive | listening to music. Elements Seo assessment “Student understands and identifies expresove elements. Student can fectvely “ ‘communicate about the elements heard ina listening example. 3 ‘Students answers 45 correctly 2 student answers2-3 correctly 1 student answers 0-1 correctly, ‘Sample Assessment for going beyond masten/(@) Lsten to the following piece af music (ee assessment CD for ideas). Listen fr diferent elements of expression. Aer the first time, wrte down the things you heard inthe piece. Usten tothe piace again. After the second te, write any ‘other things you heard. On the final and 3 stening opportunity, sen for details about the expressive elements you Identified, Using your notes, writ a paragraph about the music you heard. Include a least three expressive elements ‘Grade Level'S™ | Standard/Objective: Elements of Expression Know o: Categorize instruments into the four instrument families ‘Students are abet categorize Instruments as well as make logical conclusions categorizing non ~tradtional/world instruments a Student answesr 4-5 correctly 2 Student answers2-3 correctly 1 ‘Students are not able to categorize a Ist of instruments ‘Sample Assessment asst the following instruments st: should include, but are not limited to the followin) String: voi, viol, elo, bass Brass trumpet, French horn, trombone, tuba ‘Woodwind flute, clarinet, saxophone, oboe, bassoon Percussion ~snare drum, bass drum, tangle, tambourine, maracas