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Assessments

Brittany Novak
Knowledge:
Students will identify text imagery shown in the composition and compositional
choices.
Assessment tool: Paper-and-pencil test

A) Matching questions 10
Eighth rest

a)

A Slur

b)

Half note

c)

Whole note

d)

A Tie

e)

Crescendo

f)

Decrescendo

g)

Half rest

h)

Whole rest

i)

Staccato

j)

I chose to have a matching portion with general score markings to connect the
compositional choices. That students can know what the markings mean to
understand the broader sense of the music. There are allot of crescendos and
decrescendos in Heaven Unfolding and quick rests times as in eighth rests.
B) True/ False
A bar marked as 5/8 has eight beats in the measure.
Both 2/4 and 4/4 time measures give the beat to the quarter note.
I chose to have True and False answers even though they have a 50% shot even if
they guess because I want a variety of questions asked on the test. There is only
two because of the ratio of getting the right answer though. I asked about meter
markings because there is a portion in Heaven unfolding that the meter switches
from 5/8 to 2/4 to 4/4.
C) Multiple Choice
The harmony in measures 15 and 17 are showing what kind of text painting?

a)
b)
c)
d)

Collision
Beauty
Joy
Light

What would you expect the melody to do on the word sky?


a)
b)
c)
d)

Held out longer


Drop down
Reach up
Be faster

In the end of the piece at measure 66-end, the sopranos are ______ just like
the _______
a)
b)
c)
d)

Together; middle section


Unison; beginning
Alone; part before
Together; beginning

I chose to have multiple choice to add to the variety of type of questions asked. The
last question is mixing fill in the blank with multiple choice. I chose to focus these
questions more on my outcome of text painting and how composers mirror the text
in their music. I also use only examples from this piece and even have them think of
the piece they studied. For the first multiple choice I would copy and paste the
notes on the paper so they could see the melody line but not the text.
D) Fill in the Blank
Heaven is portrayed as something we look up to, therefor the melody line
would _________ to mirror heaven.
On the word death there was ____________ between the notes and the
dynamic marking was ___________ since the feeling of death is a sad emotion.
Light is abrupt and powerful, the melody on light would be ________ in
volume and _______ in range.
I chose fill in the black without a bank of choices so that there would be more
options to write. My answers would be more flexible to adhere to the students
choice of words. In this section of the test I want them to think about overall ideas
of music and text.
E) Short Answer
In the piece heaven unfolding, the word Heaven is used both in the beginning
and the end in contrasting styles. How did the composer write the music
differently for the word Heaven at the beginning and end? How does this
relate to text painting in the music? How does the two sections use the same
word but have different meaning. What is the meaning? (Use examples of the
melody, shape, harmony, length, dynamics, think about the message in the
piece)

For the short answer I want this to be like a sum of everything we discussed with
this piece. Where students are free to put their own interpretation of meaning but
putting parameters on asking them to explain why the meaning relates to the
compositional style. I put multiple questions to narrow their ideas and examples of
what to talk about so they dont feel overwhelmed with open answer portion.

Affective:
Students will evaluate dynamics and how they help to highlight the meaning of the
piece
Assessment tool: Journal
What is a common dynamic marking that you are attracted to in heaven
unfolding? Is this the same dynamic as a song you would usually relate to?
Examples of music you listen to?

Skill:
Students will modify vowels to be more unified throughout the piece and others
within unison
Assessment tool: Performance

Name:

_______________

Piece: _______________
Memory

1
Student is not
able to sing
entirety of
expert
confidently,
struggles with
all sections

Class Period: _____________


Excerpt: _____________
2
Student is not
able to sing
entirety of
excerpt
confidently,
understands
main sections
but struggles
with
transitions

3
Entirety of
excerpt is
recited by
student
confidently,
and
independently

4
Entirety of
excerpt is
recited by
student
confidently
and
independently
, going beyond
and showing
interpretation

Style

Student is
underdevelop
ed in
understanding
of style and is
inconsistent /
or not
controlled
ideas

Student shows
brief
understanding
of style
pertaining to
background
and genre of
piece with
executing
ideas half of
the time

Student
understands
style
pertaining to
background
and genre of
piece and
executes ideas
most of the
time

Diction/vowels

Hard to
understand
because of
lack of vowel
shapes that
are
appropriate

Most unified
vowels
through
excerpt,
pronunciation
is all correct,
words are
understood
clearly

Dynamics

Dynamic
changes are
not placed
correctly,
most are not
executed
appropriately
in volume

Because of
lack of unified
vowels,
student needs
work of
blending,
pronunciation
is mostly
correct, most
of words are
understood
Dynamic
changes are
correct most
of the time,
others are
placed a little
differently
than written

Dynamics are
placed
correctly, and
are executed
as written

of the piece
Student
understands
style
pertaining to
background
and genre of
piece and
executes all
ideas
throughout,
performance
ready
Vowels are all
unified
throughout
excerpt,
pronunciation
of all correct,
all words are
understood
clearly

Dynamics are
placed
correctly, and
are executed
as written,
student goes
further into
expression

For the rubric I made a general rubric for multiple pieces for what they may be
about, genre, difficulty, etc. A 3 is what I expect from students showing
understanding, 4 is above and beyond.