3 music inventory 21assessment task

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3 MUSIC INVENTORY

4 ROCK MUSIC

10 12 BAR BLUES

15 THE BEATLES

20 COUNTRY ROCK

21ASSESSMENT TASK

29 DURATION

31 TREBLE CLEF

35 BASS CLEF

38 THE GUITAR

59 THE BASS GUITAR

62 STRUCTURE

65 THE DRUM KIT

69 LITERACY TASKS

73 MANUSCRIPT PAPER

77 GLOSSARY

80 REFLECTION SHEET

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MUSIC INVENTORY

NAME: 1. What does Music mean to you?

2. What do you remember about Year 7 Music?

3. What are your best areas in Music?

4. What are your weakest areas in Music?

5. Do you think it is important to be well behaved in Music? Why?

6. What do you do when you can’t do something in Music?

7. What do you usually do when you get home from school?

8. What three words best describe you?

9. What should I know about you to teach you effectively in my class?

10. Any other comments?

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Rock Music Rock ‘N’ Roll

Rock music exploded onto the world stage in 1954. It was raw, shocking and outrageous,

and yet it was a predictable event. At the time, the world was in a hopeful mood. World

War II was over and teenagers had money and were searching for something that was

theirs.

Rock ‘n’ Roll was not really new. It simply brought together a number of existing

elements:

Rock ‘n’ Roll

Beginning with Bill Haley’s “ ”, rock ‘n’ roll soon took

off, and the reaction from teenagers was enthusiastic to say the least.

Stars such as Elvis Presley, Little Richard, Jerry Lee Lewis, Buddy Holly and Chuck

Berry were screamed at and mobbed. Girls fainted at concerts and boys dressed as

their favourite singers.

Performers such as were provocative on stage in their movements and dress and parents were outraged. Campaigns against rock n’ roll appeared on television and many churches taught that it was evil, but this could not dim its popularity and only made it more appealing to teenagers.

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Rock ‘n’ Roll Culture

Dancing ‐ As the music became faster and cheek‐to‐cheek dancing became impossible,

new dance steps were invented, including some of the following:

• – pump your arms rapidly with closed fists.

• – gyrate your shoulders in opposite motion to your knees

• – tuck your fists under your armpits and move your head forward

• – stand upright and do freestyle action

• – do three strokes of breaststroke then hold your nose and

pretend to drown

• Boney – extend your arms and shake them rapidly

• Shake Your Tail – bend over, cup your hands on your bottom and

parade around.

Ray Charles was a blind American pianist, singer, composer, and band leader. He was

a leading black entertainer billed as “ .” Charles was credited with

the early development of soul music, a style based on a melding of gospel, rhythm

and blues, and jazz music.

http://www.biography.com/articles/Ray‐Charles‐9245001

Listening Questions – “Twist It” by Ray Charles

1. What do you think is the speed of the song?

2. Does the speed vary at all?

3. List all of the instruments you can hear in the song.

4. Which instrument plays a solo in the middle of the song?

5. What pastime do the lyrics of the song describe?

6. What is the time signature of the song?

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12 Bar Blues

AAB Song Form – 12 Bar Blues Song Form

The 12 bar structure used in the AAB pattern is a very common structure in blues music. Many Blues

songs are structured using the AAB format. Almost all Blues music is written in a 4/4 time signature, i.e.

there are four beats in every bar with each crotchet being equal to one beat. There are a lot of rock and

other blues derived songs that use 12 bar song form.

Structure of AAB Song Form

AAB / 12 Bar Blues is the most common blues song form. An AAB pattern is used in both lyrics and

melody (this is often set out in a “question‐question‐answer” format) made up of three 4 bar phrases in

AAB Song Form.

The Verse – A Section

In 12 bar blues, the first and second lines (the two A sections) are often identical in terms of both the

lyrics and the melody. Often the A sections forms a question or makes a statement.

The Refrain – B Section

AAB form doesn’t have a chorus section. The last line or third 4‐bar section is the refrain.

Example AAB Song Form using a 12‐Bar Blues Chord Progression

A standard Blues chord progression, in AAB Song Form, uses (but is not limited to) three chords. These

chords are based on the first (I), fourth (IV), and fifth (V) notes of the eight‐note scale.

1. The I chord dominates the first “A” section

2. The IV chord typically shows up in the second “A” section

3. The V chord typically appears in the “B” section

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Cruisin’ for a Bruisin’ – Teen Beach Movie

[Verse] A You better run, run, run, here we come A Revving our engines under the sun D A You're cruisin' for a bruisin', A Whoa, keeping me cool! A Smooth and steady! A Slicked back hair man things are getting heavy! D A You're cruisin' for a bruisin' E D Two wheels and an open road A Wrapped in leather ready to go! [Chorus] A Don't stop, stop the music! A We ride fast like a bullet D D We do anything we want, anytime we want A A Oh yeah, oh yeah! E D We just ride, ride, ride all day! A We're not gonna live any other way!

E

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Your Name: Class:

RESEARCH – 12 BAR BLUES LYRICS

Research the 12 Bar Blues and complete the following:

1. 2‐3 paragraphs in your own words describing this music style

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Your Name: Class:

RESEARCH – 12 BAR BLUES LYRICS

2. Choose a blues piece different to the rest of your class and complete the following:

a) Name of Piece: _____________________________________________

By: _______________________________________________________

b) Write out the first verse and Refrain and add bar lines

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

c) What is the time signature of the piece? ________________

d) What accompanying instruments are behind the voice? _____________________

____________________________________________________________________________

e) What is the overall dynamic of the piece?

English _______________________ Itailan ____________________ Symbol ____

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The Beatles No other group in the history of rock music has had as much as

. They burst onto the rock scene in 1962 and, until they

officially disbanded in 1971, completely dominated rock music. One reason for their

phenomenal was their willingness to experiment with different

musical styles and instruments and to be original at all times.

Paul McCartney and John Lennon wrote most of the Beatles’ songs, first together and

later . They wrote over 180 songs, some of which are

and they strived to be new and original at all times. The words of

their songs tended to be more varied and meaningful than the sentimental

songs and they had the ability to write simple yet

tunes.

Listening Questions ‐ “Twist and Shout” by The Beatles

1. Time Signature:

2. Tempo:

3. Dynamic:

4. Tone Colour:

Riff: | ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ | |‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐| |‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐| |‐‐‐‐‐‐‐‐‐‐‐‐0‐‐‐0‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐| |‐‐0‐‐2‐‐4‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐0‐‐‐0‐‐0‐‐0‐‐0‐‐| |‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐3‐‐3‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐|

D G A

Well shake it up baby now, (shake it up baby)

Twist and shout. (Twist and shout)

Come on, come on, come on, come on, baby now, (come on baby)

Come on and work it on out. (Work it on out, ooh!)

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The Beatles Research Questions:

Q1: Where were the Beatles from?

Q2: What musical styles were they influenced by?

Q3: Who wrote their songs?

Q4: What was the Beatles’ original name?

Q5: Briefly describe what happened between 1957 and 1961.

Q6. Who was the Beatles’ manager?

Q7. Which record company did they sign with?

Q8. Name 10 Beatles songs.

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Beatles Videos

Watch the Videos on the Music Website to answer the following questions

1. ‘Lucy in the Sky with Diamonds’

(a) Fill in the missing words:

{VERSE 1} Picture yourself in a on a river, With tangerine trees and skies. Somebody calls you, you answer quite slowly, a girl with kaleidoscope .

Cellophane flowers of yellow and green, over your head. Look for the girl with the sun in her eyes, and she's .

{CHORUS} Lucy in the sky with diamonds, Lucy in the sky with diamonds,

Lucy in the sky with diamonds, Ah... Ah...

{VERSE 2} Follow her down to a by a fountain, Where rocking horse people eat pies. Everyone smiles as you drift past the , that grow so incredibly high.

Newspaper appear on the shore, waiting to take you away. Climb in the back with your head in the clouds, and you're gone.

{CHORUS}

Picture yourself on a train in a , With plasticine porters with looking ties. Suddenly someone is there at the turnstile, the girl with eyes.

{CHORUS REPEATED AND FADED}

b) What are four music differences between the verses and the choruses?

i)

ii)

iii)

iv)

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2. ‘When I’m Sixty Four’

(a) Fill in the missing words:

When I get older losing my , many from now,

Will you still be sending me a , birthday greetings of wine?

If I'd been out till quarter to would you lock the ?

Will you still need me, will you still me, when I'm sixty‐four?

oo oo oo oo oo oo oo oooo

You'll be too, (ah ah ah ah ah)

And if you say the , I could with you.

I could be handy a fuse, when your have gone.

You can knit a by the fireside, Sunday go for a ride.

Doing the garden, the weeds, who could ask for ?

Will you still need me, will you still feed me, when I'm sixty‐four?

Every we can rent a cottage in the Isle of Wight, if it's not too dear

We shall scrimp and .

on your knee, Vera, Chuck, and

Send me a postcard, drop me a line, stating of view.

Indicate precisely what you mean to say, yours sincerely, Away.

Give me your answer, fill in a form, mine for evermore

Will you still me, will you still feed me, when I'm sixty‐four?

(b) What are 5 music differences between this song and “Lucy in the Sky with

Diamonds”?

I.

II.

III.

IV.

V.

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Country Rock

Country rock is subgenre of rock music, formed from the fusion of rock and country. It was developed by rock musicians who began to record country- flavoured records in the late-1960s and early-1970s. These musicians recorded rock records using country themes, vocal styles and additional instrumentation, most characteristically pedal steel guitars and violins. Country rock began with Bob Dylan and The Byrds, reaching its greatest popularity in the 1970s with artists such as Emmylou Harris and the Eagles. A revival in the 21st Century is mainly due to Taylor Swift, Keith Urban and Leann Rimes.

Listening Questions – “Love Story” by Taylor Swift

1. List 3 Rock influences heard in this piece:

a)

b)

c)

2. List two Country influences:

a)

b)

3. How does the texture change in the piece?

Taylor Swift is an American singer-songwriter. Born and raised in Pennsylvania, Swift moved to Nashville, Tennessee at age 14 to pursue a career in country music. Her debut album in 2006 peaked at number five on Billboard 200 and spent the most weeks on the chart in the 2000s. Swift's second album, Fearless, was released in 2008. Buoyed by the pop crossover success of the singles "Love Story" and "You Belong with Me", Fearless became the best-selling album of 2009 in the United States. The album won four Grammy Awards, with Swift becoming the youngest Album of the Year winner.

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Written Activity: Copy out Count on Me’s two patterns.

Pattern 1 – Count on Me

Pattern 2 – Count on Me

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Year 8 Rock Assessment

Due Date: _____________________ You are to work on a presentation that reflects a Rock/Pop Band, using Google Slides. The Band can be any that you wish but must include at least a singer, guitarist and drummer. You can decorate each page using images of the band. Be sure to add each website you use to your bibliography page. Some bands you may wish to choose are: The Beatles, Rolling Stones, ABBA, U2, The Who, The Script, Birds of Tokyo, Crowded House, Metallica, America, Led Zeppelin, Van Halen, Queen, The Police, The Doors, AC/DC, Fleetwood Mac, ZZ Top, Aerosmith, Bon Jovi, Dire Straits, Coldplay, Heart, INXS, The Bangles or you may choose your own, please see your teacher first. **Be sure to share with your teacher **

o On the first slide, state the name of the band, the genre and your name / class.

o On the second slide, list the members of the band and the instruments that they play. If they have changed members, state all of the ones you can find.

o On the third slide, show at least two album covers and name a song on each album.

o On the fourth slide, write a maximum 200 word biography of the band in your own words. Discuss their

country of origin, how they formed, awards they’ve won, etc.

o On the fifth slide, list the URL of a YouTube of your favourite song by this band. Be sure this song has no inappropriate words in it. Provide a hyperlink (CTRL K).

o On the sixth slide ‐ What is the song about?

o On the seventh and eighth slides, use the Concept Listening Guide (over page) to create 1 point on each

Concept. This can be answered in point form.

o On the ninth slide, write out the chorus words of your chosen song and add barlines

o On the tenth slide – upload a cup video of yourself playing along with one verse and one chorus of your chosen song. Verse and chorus must have different cup patterns.

o On the eleventh slide – write out the cup patterns of the verse and chorus

o On the twelfth slide – a BIBLIOGRAPHY of websites/resources that you used for your assessment.

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MUSICAL CONCEPTS LISTENING GUIDE

Concept Consider …

PITCH

Make a comment about the melody (high, medium or low? Major or Minor?)

• Are there any patterns of melody which recur? ‐ Riffs ‐ Ostinatos ‐ Motifs

What chords are used?

Does the song have a prominent bassline?

DURATION

What time signature is used?

Describe the tempo of the song. Does it change at any point?

Are there any repeated rhythms? Ostinatos?

How would you describe the beat?

Are the note values mostly long or short? Can you notate them?

STRUCTURE

What structure does the song follow? Use words like Intro, Verse, Chorus, Bridge, Solo, Outro etc.

If there is an Intro, how many bars long is it?

With each section, make an observation you hear that is unique to that section.

DYNAMICS + EXPRESSIVE TECHNIQUES

Describe the use of volume in the song. Use Italian terms eg. Piano, Mezzo Forte, Forte etc. You may use the glossary if you wish.

Do some sections gradually get softer? Louder? Use terms like Crescendo, Decrescendo

TONECOLOUR

Are the instruments acoustic? Electronic?

What are they made from? (brass? Wood? Metal?)

How is the sound produced? Strummed? Picked? blown?

Some tone colour words include booming brassy, distorted, dry, mellow, breathy, airy, sparkling, shimmering etc. How would you describe the tone colours used in this song?

What is the instruments role in the song? Do they provide the melody? Bass? Beat? Chords?

TEXTURE

Make a comment about the layers of sound (thick, thin or a combination, how many instruments). Is it a full sound? A thin sound?

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Name: _____________________________ Class: ______________

Assessment Task Draft Cup Versions – have signed by your teacher

Pattern 1 – Verse

Pattern 2 – Chorus

Assessment Task Final Cup Versions – have signed by your teacher then add photo to Google Slide Assessment

Pattern 1 – Verse

Pattern 2 – Chorus

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YEAR 8 REFLECTION SHEET – Composition and Listening Assessment

THINK PUZZLE EXPLORE

COMPOSITION and LISTENING TASK:

1. What preparation did I put into the Task?

___________________________________________________________________________

___________________________________________________________________________

2. What did I enjoy/learn about Composition and Listening?

___________________________________________________________________________

___________________________________________________________________________

3. What could I do to improve?

___________________________________________________________________________

___________________________________________________________________________ Name: ______________________________ Signature: ______________________ Date: ___________

THINK

What do you think you understand about Creating in Music?

PUZZLE

What questions or puzzles do you have about Creating in Music?

EXPLORE

What does the topic of Creating in Music make you want to explore further?

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Duration

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Treble Clef

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Bass Clef

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The Guitar

The Parts of the Guitar

The main parts of the guitar include the containing the , the

over which runs the and at the top, the

.

The guitar has six strings which are made of either nylon or steel and they are tuned to

. The strings are stretched between a and a

and are tuned by turning the tuning pegs. Small lines on the fingerboard called mark off

the changes in pitch.

Initiation by Tommy Emmanuel

List four sounds and the way he produces them on the guitar:

1. Sound production

2. Sound production

3. Sound production 4. Sound production

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Guitar Listening Questions

Steve Vai – I Know You’re Here

1. What are four differences between this guitar and Tommy Emmanuel’s guitar?

a)

b)

c) ___________________________________________________

d) 2. Describe three sounds that you hear.

a.

b.

c.

3. List the order in which he plays the necks.

“Orion” Performed by Rodrigo Y Gabriella

1. What is each guitar doing at the

beginning? Guitar Left: Guitar Right:

2. What kind of guitars are they playing?

3. What is the time signature of the piece?

4. What is a difference between the first riff and the second riff?

“Orion” Performed by Metallica

1. What kind of guitars are used in this version?

2. Name the two other instruments being played.

3. List the order in which the instruments enter.

4. What is the name given to the rough sound of the guitars?

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Main Guitar Chords

Nita Strauss

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Guitar Pieces

1. Land of a Thousand Dances ‐ D Chord

2. Low Rider ‐ A Chord

3. Every Teardrop – D D A A

4. We Will Rock You – E Chord

5. 12 Bar Blues in A A A A A D D A A E D A A

6. Magic – D A E

7. Best Day of My Life – D D G G Bm D G G

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Listening Questions “Hey Jude” by The Beatles

1. Name the instruments used:

2. Time signature is

3. Tempo is

4. Dynamic:

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‘Love Story’ by Taylor Swift

D We were both young when I first saw you

G I close my eyes and the flashback starts

Bm I’m standing there on a balcony of G summer air D See the lights, see the party the

ball gowns G I see you make your way through

the crowd Bm A You say hello Little did I know G

That you were Romeo you were A throwing pebbles Bm And my daddy said stay away D from Juliet G And I was crying on the staircase A Bm

Begging you please don't go, and I said

D Romeo take me somewhere we can be alone A I'll be waiting all there’s left to do is run Bm You'll be the prince and I’ll be the princess G A D It’s a love story baby just say yes

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Riffs You may have noticed that the song commences with a syncopated melodic phrase, repeated many times, and also occurring at various times throughout. Such a repeated rhythmic-melodic phrase is called a riff, it is very common in rock music. Riffs produce exciting and hypnotic effects, at times overshadowing the rest of the song. Many rock bands strive to write interesting and catchy riffs to secure the success of their songs. The famous riff used in 'Smoke on the Water', is one such example.

Improvisation Improvisation (making up the music in performances) is a basic feature of rock music. It helps to produce rock's feeling of freedom, which is one reason young people find rock music so appealing. You will hear examples of improvisation in 'Smoke on the Water', for example, the way the vocalist changes the melody of the verses each time, especially that of the final verse. Note also the improvised guitar solo when it occurs.

l S}J Listening Activity

'Smoke on the Water' has the following fom,: Riff Verse 1

Chorus 1

Riff

Verse 2

Chorus 2

Riff

Instrumental (to the chOr d progression of the verse and chorus) Riff

Verse 3

Chorus 3

Listen to 'Smoke on the Water' and complete the questions below. Keep in mind the heavy rock characteristics outlined above.

1. How many times is the riff heard at the start of the song, before the vocals

enter? _

2. Name the instruments as they enter in order at the start of the song.

3. Which instrument plays the riff at the beginning of the song?

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4. What is the bass guitar doing when it enters the song? Does it play the riff or something else? Explain.

5. Which part of the drum kit is loudest in the song?

6. On which beats does it play?

7. How would you describe the beat?

a) gentle and refined

b) rhythmic and jazzy

c) strong and heavy

8. The vocal style of the song is harsh and loud. Why do you think this happens?

Who i's the singer trying to match? 0-e.sc.rꞏ,\it -\\e, Sov..... o.f -\-'.-t, e\c.<.:\-r.\C., 3 -,\- r:

10. Why is the riff so important to the success of this song?

11. Which word best describes the speed of this song?

a) Allegro (fast)

b) Andante (walking pace)

c) Adagio (slow)

12. At the end of the song there is a long improvised solo for which instruments?

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The Bass Guitar

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“Thinking Out Loud” by Ed Sheeran

Concepts of Music Write down at least one comment for each concept:

Pitch Make a comment about the melody (high, medium or low? Major or Minor?)

Duration Make a comment about the rhythms (long and/or short), beat or tempo (fast moderate or slow)

Tone Colour Name the instruments; identify category of instrument

Texture Make a comment about the layers of sound (thick, thin or a combination, how many instruments)

Dynamics Make a comment about the volume of sound (ff, f, mf, mp, p, pp)

Structure (Binary, Ternary, Rondo, Song form? How many sections? Order of sections)

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Structure

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Smooth Criminal Listen to song and label each section with the appropriate name: Intro, verse,

pre-chor us, chorus, riff, bridge, instrumental, coda.

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LISTENING OUTCOMES: A B C D E 4.7 Demonstrates an understanding of musical concepts

4.8 Identifies and discusses musical features

4.9 Demonstrates musical literacy

4.10 Identifies instruments and technology

GRADE:

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The Drum Kit

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Comparing Different Drum Styles

“Prisoner of Society” by The Living End

1. Compare the opening drum pattern with a typical rock beat.

3. Disco Style

“Stayin’ Alive” by The Bee Gees

How is this beat different to the Reggae beat?

Reggae Style: “Stir it up” by Bob Marley

2. Describe the drum beat of this piece:

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Duration – Rhythm, Beat, Tempo, Metre

Copy out the Rock Beat below:

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Semiquavers and Rests

Rest Song

• A semibreve rest is a hat down low • A minim rest is a hat up high • A crotchet rest is a squiggle • A quaver rest is a dotted Y • And a semiquaver rest has an extra line

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RECOUNTS are used to retell an event. All recounts have three sections: 1. orientation 2. sequence 3. re-orientation The following passage shows how a recount is structured.

ORIENTATION Where?

When?

Who? Why?

EVENTS in sequence (from first to last)

RE-ORIENTATION

Evaluation and personal opinion

On Monday, April 3rd, 8.4 had a performance lesson in music class. We had to create and perform our own percussion piece in groups. The purpose of the lesson was to learn about ostinato.

I was in a group with Thien, Mohammed and Lucy. First we had to choose a percussion instrument to play. I chose the triangle, Thien chose bongos, Mohammed selected woodblock, and Lucy played the tambourine. We each worked out a short rhythm pattern, or ostinato. My ostinato started with 3 crotchets then really fast semiquavers. Then we had to practise playing together. Thien started first on the bongos, then Mohammed joined in, then me, then Lucy. After 10 minutes, we had to play our piece in front of the class. I was embarrassed, and I thought we would make lots of mistakes. But we played quite well and everyone clapped at the end.

I enjoyed the lesson very much. It is much more fun playing music than writing about it. However, the music room was very noisy with everyone practising at once, and I got a bit of a headache. Next time, I want to play bongos.

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Write your recount here...

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Glossary

Beat – regular, repeated pulse underlying a piece of music.

Metre – the amount of beats per bar

Time signature – how many beats and what type of beats in a bar

Tempo is the speed of the beat Allegro=fast, Moderato=moderate speed, Largo=slowly

Rhythm describes the note lengths used in music

Dynamics

fortissimo = very loud = ff

forte = loud = f

mezzo forte = moderately loud = mf

crescendo = = becoming louder

decrescendo = = becoming softer

mezzo piano = moderately soft = mp

piano = soft = p

pianissimo = very soft = pp

Instrument Classification

Idiophone – self sounding instrument – struck, shaken, plucked or rubbed

Membranophone – produce sound by means of producing sound by means of a stretched skin, or ‐

membrane.

Aerophone ‐ Wind instrument. The sound is caused by vibrating air.

Chordophone ‐ String instrument

Electrophone ‐ Instruments using electronic circuits.

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Concepts of Music

Pitch – highness and lowness of sounds – melody shape, high and low notes

Duration – long and short sounds – rhythm, beat, tempo, metre

Tone Colour – The instruments used, classification, ensembles

Structure – The grouping of a piece into sections

Dynamics – the volume level of music

Notes in Music

Treble Clef – notes are above middle C

Bass Clef – notes are below middle C

Dotted Notes:

Keyboard:

Guitar:

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YEAR 8 REFLECTION SHEET – Music through Rock

THINK PUZZLE EXPLORE

THINK

What do you think you understand about Music?

PUZZLE

What questions or puzzles do you have about Music?

EXPLORE

What does the topic of Music make you want to explore further?

FORMAL ASSESSMENT:

4. What preparation did I put into the Formal Assessment Tasks?

______________________________________________________________________________

______________________________________________________________________________

5. What did I enjoy/learn about Music?

______________________________________________________________________________

______________________________________________________________________________

6. What could I do to improve?

______________________________________________________________________________

______________________________________________________________________________

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YEAR 8 UNIT EVALUATION SHEET

‘Let’s Perform, Create and

Listen Again!’

Evaluation Circle the appropriate number from 1 (agree) to 5 (disagree)

I enjoyed the music course 1 2 3 4 5 I learned something new 1 2 3 4 5 I had enough time to learn some skills 1 2 3 4 5 I enjoyed working in a group 1 2 3 4 5 I was able to contribute to the class 1 2 3 4 5 I feel more confident in my music skills 1 2 3 4 5 The assessments were clearly explained 1 2 3 4 5 I was pleased with my overall achievement 1 2 3 4 5

The activity/activities I enjoyed the most:

The activity/activities I enjoyed the least:

Suggestions or improvements:

Further comments:

Name: ____________________ Signature: ______________ Class: _____ Date: ______

3 music inventory 21assessment task

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