Music Level 10 Music Performance Skills

Subject Area: K-10 The Arts
Author: Elise Winterflood, Elizabeth Tunley, Erin Heycox, David Campbell

Description

Performance Assessment:

This task assesses students’ ability to work and perform in an ensemble. This task prepares students for Group Music Performance in VCE.

Set Task:

Students will learn and perform a set work in preparation for VCE Music Performance. Students will be provided with a lead sheet of the tune: “Superstition” by Stevie Wonder to prepare, rehearse, arrange and perform the piece in an assessed performance environment.

Students then choose a related work to their set work in order for students to develop skills in linking musical works.

Students perform their chosen work for the task.

Each student hands in a written justification of their second song choice highlighting the links between the two set pieces.

Skills:

  • Choosing a related song and justifying via the music elements
  • Arranging for the group
  • Rehearsal skills via diary and goal setting
  • Performance skills

Curriculum Links

Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)

Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)

Perform music applying techniques and expression to interpret the composer’s use of elements of music (ACAMUM103)

Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music … and consider music in international contexts (ACAMUR105)

Achievement Standards:
“Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.”

Australian Curriculum, Assessment and Reporting Authority (ACARA), (2014). The Arts – Curriculum, Music; Years 9 and 10. Retrieved from http://www.australiancurriculum.edu.au/the-arts/Curriculum/F-10?u=mu&y=9-10&layout=1

Procedural Properties

Purpose

What was the purpose of this assessment?

  • Preparation for VCE Performance
  • Ensemble skills
Administer

How was the assessment administered (conditions, time, individual/group, access to resources, assistance to students, etc.)?

Set Task:

1.     Students will learn and perform a set work in preparation for VCE Music Performance. Students will be provided with a lead sheet of the tune: “Superstition” by Stevie Wonder to prepare, rehearse, arrange and perform the piece in an assessed performance environment. {Beck, J. (1972). Superstition [Recorded by Stevie Wonder]. On Talking Book [CD]. Detroit, USA: Motown Records.}

2.     Students then choose a related work to their set work in order for students to develop skills in linking musical works.

3.     Students perform both works to the task.

4.     Each student hands in a written justification of their second song choice.

Record

What records were kept from assessment (mark in markbook, added to student portfolio, etc.)?

1.    Teacher uses a Google chart to track the progress of the students rehearsals.

2.    Students keep a diary of their rehearsal with the goals of each rehearsal.

3.    Performance.

Interpret

How was this assessment evidence interpreted for each student (mark, grade, list of skills to teach next, curriculum level, etc.)?

1.    Performance will be interpreted using the level statements shown alongside the rubrics below.

Use

How has the assessment and its interpretation been used (reporting, feedback to students to inform future teaching, etc.)?

The task acts as formative assessment for developing the skills for undertaking VCE Music Performance.

Construct

Outstanding

At this level, students typically perform with technical prowess, and a high level of maturity demonstrated in the musical interpretation.  The group performs with a level of communication, performing as one with dialogue between the instrumental and vocal tasks. The students’ demonstrated technical skills in rhythmical and melodic accuracy, and demonstrated a level of improvisation where appropriate. The students’ performance is stylistically informed, and displays a variety of tone colour, timbrel changes and articulation patterns.

Students’ rehearsal process sets effective and varied goals and strategies for achieving them via the rehearsal diary.

Students are able to justify their song choice interweaving ideas of the musical elements, social context and genre.

High At this level, students typically show great attention to details for performance aspects, showing dynamic contrast and a clear focused approach for musical interpretation. The personal interpretation was consistently demonstrated, and performed with technical accuracy. The students performed with confidence, and conveyed the technical aspects of the piece such as tempo and rhythmic changes, elongated phrases, rapid passages and other elements.

Students’ rehearsal process sets effective goals for performance with strategies for achieving them via the rehearsal diary.

Students are able to justify their song choice with ideas of the musical elements and genre.

Medium At this level, students typically play with dynamic variation, and demonstrated stylistic variation in their performance. The group achieved a level of communication, playing together at points through the piece. The students played with a clear tempo, and demonstration of personal interpretation.

Students’ rehearsal process sets goals for performance via the rehearsal diary.

Students are able to justify their song choice with ideas of the musical elements.

Low

At this level, students typically will be able to perform specific genre and style. The students produced a consistent tone overall, and attempted to communicate during the performance. The students played the music as absolute music, making use of dynamics and articulation.

Student’s rehearse the score and track their progress via the rehearsal diary.

Students identify their song choice.

Rubrics

Click to enlarge

year-ten-performance-assessment_page_1 year-ten-performance-assessment_page_2

Download PDF

year-ten-performance-assessment

 

Supplementary rubrics

click to enlarge

Music 1 supplementary rubrics

Advertisements

Leave a Reply

Please log in using one of these methods to post your comment:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s