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5th Grade General Music - SLO– Pre Assessment 1 (Teacher Guide)

Student Learning Objectives Pre-Assessment I5th Grade

Lee Eaton Elementary

Standards:

5 CE - Identify elements of music including tonality, dynamics, tempo and meter, using music vocabulary. (1-9)

1 PR - Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, good posture and breath control (Singing Performance)

4 PR - Read, write and perform rhythm patterns (e.g., 2/4, 3/4 and 4/4 meter) using sixteenth through whole notes including dotted half-note and syncopated rhythms. (6-25 and Rhythm Sight Reading)

5 PR - Read, write and perform diatonic melodies and the major scale on the treble staff. (26-40 and Vocal Scales)

*Standards are marked after each section.

Student Name ________________________________________ HR___________________ Date______

Final Score

Written _____/40Performance _____/40

Total _____/ 80 = _____%

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DYNAMIC MARKING WORD BANKPiano (p) Forte (f) Fortissimo (ff) Pianissimo (pp)Mezzo-piano (mp) Mezzo forte (mf) crescendo < Decrescendo >

Write the dynamic marking for each definition (5 CE):

1. ___________________ = Loud

2. ___________________ = Start loud and become gradually more quiet

3. ___________________ = Quiet

4. ___________________ = Start quiet and become gradually louder

5. Meter and/or time signatures tell you (5 CE):A. How loud or soft to play musicB. How high or low to play musicC. How many notes are in a measureD. How many beats are in a measure

6. What is the time signature for the following rhythm? (4PR; 5CE)

A. 2/4B. 3/4C. 4/4D. 6/8

7. What is the time signature for the following rhythm? (4PR; 5CE)

A. 2/4B. 3/4C. 4/4D. 6/8

2


8. How many beats are in the following rhythm? (4PR; 5CE)

A. 4B. 8C. 12D. 16

9. How many beats are in the following rhythm? (4PR; 5CE)A. 4B. 6C. 8D. 10

3


10- 21. Fill in the chart with note picture, proper name, number of beats. (You can use the proper same bank and note bank below). (4PR)

Note Proper Name Beats½

1

1 ½

2

3

4

PROPER NAME WORD BANK:Dotted Quarter, Dotted Half, Eighth, Half, Quarter , Whole

NOTE BANK:

4


22-24 Teacher Directions: Teacher claps/plays each rhythm 2 times. Students clap the rhythm back. Teacher plays/claps the rhythm one more time. Students clap it back. Students identify the correct rhythm.

22. Circle the rhythm you are hearing (4PR):


5



6



7


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For the following questions, "do" is in the first space.

do

26-32 Use solfege syllables (do, re, mi, fa, so, la, and ti) to label the following melody (5PR):(0.5 pts each)

8


33-40. Write the melody you are hearing by placing circles on the correct line and/or space. The first note is done for you. (5PR)Teacher directions: Teacher sings melody using solfege names 2 times. Students sing back 1 time, and start writing. Teacher sings one more time. Students sing back and finish writing.

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Performance Based AssessmentsRHYTHMIC SIGHT READING (4PR):Teacher Directions: Students will choose one of the following three rhythms to read from sight. He or she will read the rhythm twice. The first time the student will say the pneumonic name for the rhythms. The second time they will clap the rhythm while saying the pneumonic name. The teacher will assess the second reading using the rubric below.

Student Directions:1) Read the following rhythm using your rhythm nick-names (ta, ti-ti, ect).2) Clap the rhythm while you read it using you rhythm nick-names (ta, ti-ti, ect).

Rhythm Reading Rubric4-Excellent 3-Proficient 2-Developing 1-Limited or

EmergingScore

Rhythm Accuracy

Rhythms and tempo are accurate throughout the selection.

**maintains accurate tempo and rhythms throughout

Rhythms are mostly accurate with 1-2 errors OR rhythms are accurate, but tempo too fast or slow

**tempo was slightly slower or faster, but the rhythms were accurate

Rhythms are performed with 2-4 errors.

**tempo was accurate with one or more rhythm errors

Rhythms are mostly inaccurate (more than 4 errors).

**tempo was too fast or too slow with rhythm errors

Rhythm Names

Rhythm names are all accurate

Rhythm names contain 1-2 errors

Rhythm names contain 2-4 errors

Rhythms names are mostly inaccurate (more than 4 errors)

Total /8

10


VOCAL SCALES (5PR):Teacher Directions: Teacher will sing an ascending and descending D major scale to students using scale-degree numbers. Students will be asked to repeat the scale. From this, teacher can use the rubric to assess pitch, tone, breath control, and posture. Teacher will ask then students to sing the same scale using solfege names starting on “do”. The teacher will then assess the solfege names. See rubric below.

Vocal Scales Rubric4-Excellent 3-Proficient 2-Developing 1-Limited or

EmergingScore

Pitch Sings entire selection starting and ending on the correct pitch with outstanding intonation between all intervals.

** Pitch is very accurate throughout.

Sings the majority of the selection with accurate pitches with one interval slightly out of tune.

** Pitch has an isolated interval that is out of tune but the rest is entirely accurate.

Sings with accurate melodic contour, but higher or lower in pitch.

** Pitch was generally too high or too low, but the melodic contour was basically correct.

Sings with an inaccurate melody

** Pitch was very inaccurate such that it did not have the same melodic contour

Solfege Name

Sings accurate solfege names through the scale.

Sings mostly accurate solfege names with 1-2 errors.

Sings some accurate solfege names with 3-4 errors names.

Solfege names with more than 4 errors.

Tone/Breath Control

Light, resonant, clear tone quality throughout the selection

Low, supported breath throughout the selection

Mostly light, resonant, clear tone quality

Mostly low, supported breath

Some light, resonant, clear tone quality mixed with either shout-singing or singing that is too soft.

Mostly lacks of breath control/support.

Shout-singing or singing that ismuch too soft

Lack of breath control/support

Posture -Sitting/standing straight & tall.-Spine/legs straight-Feet flat on floor/risers-Shoulders relaxed.

-Missing one comment to the left.

-Missing two or three components to the left.

-Missing all components to the left.

TOTAL /16

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SINGING PERFORMANCE (1PR): Teacher Directions: While each student sings, the teacher will use the rubric below to evaluate the performance.

Students Directions: Sing the song Ida Red with accurate pitch and rhythm as well as appropriate tone, breath control, and posture/technique.

Song Title: Ida Red

Singing Performance Rubric4-Excellent 3-Proficient 2-Developing 1-Limited or

EmergingScore

Pitch Sings entire selection starting and ending on the correct pitch with outstanding intonation between all intervals.

** Pitch is very accurate throughout.

Sings the majority of the selection with accurate pitches with one interval slightly out of tune.

** Pitch has an isolated interval that is out of tune but the rest is entirely accurate.

Sings with accurate melodic contour, but higher or lower in pitch.

** Pitch was generally too high or too low, but the melodic contour was basically correct.

Sings with an inaccurate melody

** Pitch was very inaccurate such that it did not have the same melodic contour

Tone/Breath Control

Light, resonant, clear tone quality throughout the selection

Low, supported breath throughout the selection

Mostly light, resonant, clear tone quality

Mostly low, supported breath

Some light, resonant, clear tone quality mixed with either shout-singing or singing that is too soft.

Mostly lacks of breath control/support.

Shout-singing or singing that ismuch too soft

Lack of breath control/support

Rhythm Rhythms and tempo are accurate throughout the selection.

**maintains accurate tempo and rhythms throughout

Rhythms are mostly accurate with one or two errors OR rhythms are accurate, but tempo too fast or slow

**tempo was slightly slower or faster, but the rhythms were accurate

Rhythms are performed with two to four errors.

**tempo was accurate with one or more rhythm errors

Rhythms are mostly inaccurate (more than four errors).

**tempo was too fast or too slow with rhythm errors

Posture -Sitting/standing straight & tall.-Spine/legs straight-Feet flat on floor/risers-Shoulders relaxed.

-Missing one comment to the left.

-Missing two or three components to the left.

-Missing all components to the left.

TOTAL /16

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