ROBERT PACE MUSICAL BACKGROUND TEST. GENERAL INFORMATION: Nature of the test: This test 1s designed for the teacter to gather quickly, pertinent information re~ garding a student's musical background. It is no: a so-called "musical aptitude’ test. Its roo sults, however, provide valuable and reliable data necessary for the teacher to ascertain the particular needs of prospective students and to group the students accordingly. ‘Teachers should expect scores of some students to show a wide range. For example, a stu- dent may score from 5 to 7 on scales and arpeggios, yet score only 2 or 3onrudiments and har- mony. A low score does not necessarily mean a musically deficient student. It does indicate that the areas receiving low scores are not currently part of the student's musical background or vocabulary, Equipment: At least one piano or organ is considered basic equipment for this test, Two instru ments would be preferable so that the instructor could give the test at one keyboard while the ‘student responded at the other. In addition, melody bells, wood block or autoharp could be used. ‘Time required for the test: Approximately fifteen minutes per studentis most often sufficient. How- ever, aS much time as seems necessary should be allowed. Giving the test: When interviewing for the private atudio, it is usually desirable to have a parent Present, though distractions from other members of the family or other students must be avoid~ od. When interviewing for elementary school classes it is rarely feasible to havo parents pre- sent. Students to be tested should not witness the test as it is being given to others. Make certain that the student being checked understands fully the directions for each phase of the test. “It is usually advisable to begin with the first example in each category, but the teacher may skip ahead if examples seem too easy, If the student does not respond readily or gives a wrong answer, the teacher should repeat tae example. When necessary, allow 2 second Tepetition. If response is again unsuecessful, go on to the next example, Onthetestcard, enter the number ef the last example to which the student responded successfully and proceed to the next section of the test. : Scoring: Each Section (Roman numeral) of the test has a possible score of 8 points. All begining Students should be given "Unit A. Transfor students and others with any type of previous mu. sical training should be given "Unit B" and "Unit C". "Unit A" also should be given to thosewho show weakness in “Unit B", Section I~ Rhythmic Response @ point each part) Students scoring a totel of 1 or 2 will need considerable help rhyth~ mically. Those scoring 8, 4, or 5 show everage rhythmic response, while those with 6, 7, or 8 indicate a strong rhythmic fooling. Section Il ~ Pitch Recognition 8 @ point each part) A score of 1 or 2 on this part indicates that the studentis uncertain of the "high and low" concept of music. It does not necessarily meanthat he is tonally deficient. A score of 4 is desirable. . (1 point cach part) A score of 2 indicates an ability to retain simple melodic patterns. A score of 3 is excellent, while 2 score of 4 is outstanding. Section It -Singing 8. (4 points possible) Students who are able to sing the first phrase of "America" onpiteh should be rated 4, Those having minor pitch problems would rate 3, while those ob- viously unable to sing on pitch would rate 2. Any student unable to follow the melody Line, but able to approximate it would seore 1. Anyone who eannot sing on pitch or remain near the melody Line would score 0, b. (¢ points possible) Students having no difficulty singing a scaleone octave upward from D and a fourth downward from D would score 4. ‘Those able to sing a fifth upward and least three tones downward would score 3. Those having difficulty singing a fifth up- ward would score 2, Anyone unable to sing at least a third upward and a second down ~ ward would score 1, soeSection IV - Finger Coordination (4 points possible for each hand) Students able to play (@) and (2) with no hesitation or mistakes should be rated 4 for each hand. “Those who need an additional try or who have one minor mistake should receive 3. Anyone needing a third attempt or unable to play his fingers in the correct sequence would rate 2. Students requiring still more time would rate 1, and those unable to play either hand would rate 0. Section V ~ Rudiments (2 points possible for each part) Studonts with scores of less than 4 should be considered as beginners. Section VI- Harmony (@ points possible for each part) Suggested guide for placement of students according to thelr scores. SCORE OF: BOOK PLACEMENT: lor2 Music for Piano, Book 1 3 Music for Piano, Book 2 4 ‘Music for Piano, Book 3 Sor 6 Music for Piano, Book 4 Tor 8 Music for Piano, Book § Section VII ~ Reading (1 point possible for each example) Suggested guide for placement of students according to their scores, SCORE OF: Qort Music for Piano, Book 1 2or8 Music for Piano, Book 2 4 Middle of Book 2 5 Music for Piano. Book 3 6 Miidle of Book 3 7 Music for Piano, Book 4 8 Middle of Book 4 or higher Section VIII - Previous Repertoire (No score) This section cannot be scored but is important in learning more about the student's background. It is advisable tc indicate on the back of the sheet any unusual aspects of the student such as shyness, basic personality, possible student-parent personality conflict, etc. Evaluate the test as soon as pos- sible after completion, indicating any possibilities for grouping while your memory of the student is still fresh, Section IX - Technic ‘The scores of this section indicate whether the student has received basic instruction in scales and arpeggios. Tey do not necessarily reflect tech- nical proficiency. a. (4 points possible) b. (4 points possible) 2196