Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

MUSIC AssessmentPerformance Event M.E104

Performing a Steady Beat Accompaniment on Instruments

Kindergarten, Grade 1, and Grade 2

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricClassroom Score Summary

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ACKNOWLEDGEMENTS Jim Along Josie, in the public domain. Available from songswithoutkids.com.

On the Trail of Negro Folk-Songs by Dorothy Scarborough, Cambridge, Mass.: Harvard University Press. Copyright © 1925 by Harvard University Press.  Copyright © 1953 by McDaniel Parker.  Forward Copyright © 1953 by Roger D. Abrahams.  Reproduced by permission.

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times either in the current school year or the next one. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

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Michigan Student Learning Standards AssessedMAEIA Performance Standard(s)

M.EL.P.2–Students can perform multiple levels of beat in several meters.

Michigan Content Benchmark(s) and GLCE(s)

M.I.K.6–Play a steady beat.M.I.K.8–Play a steady beat in a group while other students sing a song.M.I.1.8–Play instrumental parts in a group while other students sing or recite rhymes.M.I.2.8–Play instrumental parts independently.

Intended StudentsKindergarten, first-grade, and second-grade music students

Alignment to National Core Arts Standards

Anchor Standard

MU:Pr6–Convey meaning through the presentation of artistic work.MU:Pr5–Develop and refine artistic technique and work for presentation.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENTThis assessment has two parts. First, students will perform micro beats and/or macro beats on instruments as the rest of the class sings a song. Then they will reflect on their performances. Their performances will be video-recorded for scoring at a later time.

Kindergarten students will perform macro beats on a Taos drum. First-grade students will perform macro beats on a Taos drum and micro beats on an alto xylophone. Second-grade students will perform macro beats on a bass xylophone and micro beats on an alto xylophone.

Following each performance, students will reflect using a “thumbs up,” “thumbs sideways,” or “thumbs down’ gesture, which also will be video-recorded for later evaluation.

SUGGESTED TOTAL TIME This assessment has two parts of it. The assessment should take 30 minutes to complete, as shown below:

o Part 1–Performing on an Instrument (Day 1, 25 minutes)o Part 2–Reflecting on Your Performance (Day 1, 5 minutes)

This assessment may be completed in a single class period or two class periods, depending on the students and the preferences of the teacher.

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LIST OF REQUIRED MATERIALSThe following materials are required for this assessment:

o Instruments: For Kindergarten, a Taos drum or other small drum and mallets For first grade, a Taos drum or other small drum, an alto xylophone, and mallets. For second grade, an alto xylophone, a bass xylophone, and mallets. If no alto or bass

xylophone is available, a soprano xylophone and a tenor xylophone can be used rather than the alto and bass.

o A song and accompanying instrumental arrangement that has macro beat and micro beat ostinato. The song should have weak harmonic underpinnings so that the ostinato does not conflict harmonically with the melody of the song. The teacher either can choose from his or her own repertoire, or use “Jim Along Josie,” which is used here as an example.

o Video-recording device

There is no Student Booklet for this assessment.

ASSESSMENT SETUPThe teacher should make sure that the students have learned the song and the instrumental parts in previous lessons and have had the opportunity to perform them in ensemble.

The teacher should set up the video-recording equipment and make sure that there is enough memory so that all student performances and reflections can be recorded. The projection system also must be enabled and the necessary images loaded so that they can be displayed as needed.

Students should be seated in their usual places for music class.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

When you are ready, say:

Today you will be doing an assessment activity about macro beats and micro beats.

This assessment has two parts to it:

o Part 1–Performing on an Instrument o Part 2–Reflecting on Your Performance

Your teacher will read the directions for both Parts to you.

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PART 1–PERFORMING ON AN INSTRUMENT You have learned “Jim Along Josie” (or substitute teacher’s choice of song here) in previous class periods.

Sing the song once for the students as a reminder.

For kindergarten, say:

You also have learned to play macro beats on a Taos drum to accompany the song.

For first grade, say:

You also have learned to play macro beats on a Taos drum and micro beats on an alto xylophone to accompany the song.

MICRO BEAT OSTINATO

For second grade, say:

You also have learned to play macro beats and micro beats on tone bar instruments to accompany the song.

Students should know and have performed the micro beat ostinato above on an alto xylophone as well as the macro beat ostinato below on a bass xylophone or Taos drum.

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MACRO BEAT OSTINATO

For all grade levels, say:

Today you are going to play those instrumental parts as the rest of the class sings the song. Your instrumental performances will be video-recorded and will be evaluated on how well you were able to maintain the beat throughout the performance of the song. After you perform, you will be asked to reflect on your performance.

For first and second grades only, say:

After you play one instrumental part, you will switch instruments and perform the other instrumental part. Then you will reflect on that performance as well.

For all grade levels, say:

After you perform, I will ask you whether you were able to play the beat accurately throughout the entire song.

If you maintained the beat the entire time, you should give me a “thumbs up.”

Demonstrate a “thumbs up” to students.

If you maintained the beat some but not all of the time, you should give me a “thumbs sideways.”

Demonstrate a “thumbs sideways” to students.

If you never played the beat, you should give me a “thumbs down.”

Demonstrate a “thumbs down” to students.

Demonstrate these gestures as you say the words for each gesture. Then say:

I will call each of you up to play the instruments and the rest of the class will sing the song while you play.

Identify one student in kindergarten and two students in first and second grades to play the instruments. For first and second grades, assign who plays which part first. It is important that there is only one student performing on each part.

PART 2–REFLECTING ON YOUR PERFORMANCE Each student will perform and then reflect on his or her performance before the next student performs. Immediately after each student performs, he or she will be asked to

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reflect on their performance using the hand gestures “thumbs up,” “thumbs sideways,” or “thumbs down,” which also will be video recorded for later evaluation.

Start the song using the song-beginning procedure that you typically use in your classroom. Video record the student(s) playing the instrument(s) during the song performance and the reflection afterward. After the students have sung the song and played the ostinato, say:

How did you feel about your performance?

Give me a “thumbs up” if you feel you maintained the beat the entire time.

Give me a “thumbs sideways” if you feel you maintained the beat some but not all of the time.

Give me a “thumbs down” if you feel you never played the beat.

Demonstrate these gestures again as you say the words for each gesture.

For first and second grades:

After the students have given you a reflection gesture, say:

Please switch instruments. This time you will play the other part.

After the pair of first- or second-grade students have performed and reflected for a second time, this time on the other ostinato, move on to the next pair of students and repeat the process.

For kindergarten:

Call up the next student and repeat the process.

Note: The teacher will only use the first dimension of the Teacher Scoring Rubric with kindergarten students.

When scoring the student’s reflection gestures, the teacher should determine whether the student’s gesture matched the ratings of the teacher. As shown on the Student Self-Evaluation Rubric on page 7, the teacher will record whether he or she agrees with the student in the third column of the MAEIA Classroom Score Sheet.

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TEACHER SCORING RUBRIC

Dimension 1 2 3 4

Macro Beat Performance

Student was unable to maintain the beat.

Student performed the beat occasionally.

Student performed the beat for most of the song.

Student consistently performed the beat.

Micro Beat Performance

Student was unable to maintain the beat.

Student performed the beat occasionally.

Student performed the beat for most of the song.

Student consistently performed the beat.

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SUGGESTED ALTERNATIVE PROMPTS FOR THIS ITEM Suggestions for alternative prompt material for this item are provided below. Educators can use these suggestions in order to use the same items more than once to demonstrate change in student achievement. For more information on using MAEIA items for demonstrating teacher effectiveness, see Using MAEIA Assessments to Demonstrate Educator Effectiveness, available on the MAEIA website.

The following song can be used if the teacher prefers this song over the one in the original item or if the teacher wants to re-administer the item for the purposes of demonstrating change in student achievement.

“On the Trails of Negro Folk-Songs” by Harvard University Press, 1925

Macrobeat Ostinato – Created by Abby Lewis-Lakin and used with permission

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STUDENT SELF-EVALUATION RUBRIC AND CLASSROOM SCORE SUMMARY

STUDENT SELF-EVALUATION RUBRIC1 2 3

Student does not evaluate self.

Student self-evaluates, but not accurately.

Student self-evaluates accurately.

The MAEIA Classroom Score Summary is to be used in conjunction with Teacher Scoring Rubric found in the Teacher Booklet. The teacher should be familiar with the different levels to each dimension in the rubric so that the chart can be filled out accordingly. To prepare, fill in all student’s names in the column titled ‘Student Name.’

M.E104 Class_____________________________ Teacher________________________________________

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CLASSROOM SCORE SHEET

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Student Name Macro Beat Performance

Micro Beat Performance

Macro Beat Student

Self-Evaluation

Micro BeatStudent

Self-Evaluation