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Exploring Forms and Cultural Contexts in Music

Student Name: __________________


Content Level 1 Level 2 Level 3 Level 4

Knowledge of The student The student The student The student


content- identify demonstrates demonstrates demonstrates demonstrates
and describe the limited knowledge some knowledge considerable thorough
influence of of how the of how the knowledge of how knowledge of how
music and the appreciation of appreciation of the appreciation of the appreciation of
media on the music is affected music is affected music is affected music is affected
by culture/the by culture/the by culture/the by culture/the
development of
media media media media
personal and (answers 1 (answers 2-3 (answers 4 (covers all
cultural identity question) questions) questions) questions within
the project)

Thinking- use of The student uses The student uses The student uses The student uses
planning and planning skills with planning skills with planning skills with planning skills with
processing skills limited some considerable thorough
effectiveness effectiveness effectiveness effectiveness

Communication- The student The student The student The student


For different expresses and expresses and expresses and expresses and
audiences, the organizes their organizes their organizes their organizes their
organization of ideas with limited ideas with some ideas with ideas with
their information effectiveness effectiveness considerable thorough
effectiveness effectiveness

Application- The student The student The student The student


Making makes makes makes makes
connections connections with connections with connections with connections with
between some limited some considerable thorough
important effectiveness effectiveness effectiveness effectiveness
historical,
cultural and
technological
influences on
style, genre and
innovation in
music.

Performance Tone- very poor Tone- does not Tone- some minor Tone- excellent
Aspect- tone quality. play with good flaws tone quality.
sing/play in tone quality.
unison, in tune, Rhythm- little to no Rhythm- good Rhythm- excellent
from musical understanding of Rhythm- some understanding of understanding of
notation, unison rhythmic concepts understanding of rhythmic concepts rhythmic concepts
music and music rhythmic concepts
in two or more Overall Overall Overall
parts from diverse performance- Overall performance- performance-
cultures, styles limited performance- considerable thorough
and historical effectiveness some effectiveness effectiveness
periods effectiveness
Teacher’s Comments:
Student’s Comments:

1. Identify and give examples of your strengths as a composer, musical performer and
audience member:

2. Identify and give examples of your areas for improvement as a composer, musical
performer and audience member: