Performance TaskMUSIC: GENERAL MUSIC (K-5)Topic: Movement

Georgia Performance Standard: MKGM.10Moving, alone and with others, to a varied repertoire of musicPerformance Indicators (Elements): a. Respond to contrasts and events in music with gross locomotor and non-locomotor movements.b. Perform choreographed and non-choreographed movements.

Task – This is evident, for example, when students:Perform movements to Waltz in A flat by Johannes Brahms from the DVD Move It! by

Peggy Lyman & John Feierabend.

Assessment CriteriaSatisfactory (S) Needs Improvement (N) Unsatisfactory (U)

ResponseStudent responded

correctly for 90% of the dance

Student responded correctly for 70% of the

dance

Student responded correctly for less than

70% of the dance

Performance

Student executed 90% of the choreography

with appropriate movements

Student executed 70% of the choreography

with appropriate movements

Student executed less than 70% of the

choreography with appropriate movements

6 Things I wish someone had told me:

1 - Take the time to “Unpack” each standard

•Best done in a group setting!•Identify knowledge & skills, big ideas, enduring understandings, essential & key questions & sample tasks•See “Unpacking Standards Worksheet Blank” at hurleymusic.wikispaces.com to download the worksheet.

•It’s worth your time

6 Things I wish someone had told me:

1 - Take the time to “Unpack” each standard

2 - Study the elements of each standard in a grid format to learn what skills should be met in each grade level.

•See “Standards Spreadsheet - All” at hurleymusic.wikispaces.com to download the spreadsheets.

#1 Singing, alone and with others, a varied repertoire of music1a 1b 1c 1d

Kindergarten

Sing simple melodies in a limited range using

appropriate head voice accompanied and unaccompanied.

Echo simple singing and speech patterns.

Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign

language.

1st Grade

Sing melodies in a limited range using appropriate head voice accompanied

and unaccompanied.

Echo simple singing and speech patterns; perform call and response songs.

Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign

language.

2nd Grade

Sing pentatonic melodies using appropriate head voice accompanied and

unaccompanied.

Perform with others speech canons, rounds, and

ostinatos.

Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign

language.

3rd Grade

Sing melodies in the range of an octave using

appropriate head voice accompanied and unaccompanied.

Perform with others speech canons, rounds, and

ostinatos.

Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign

language.

4th Grade

Sing melodies expressively using appropriate head voice accompanied and

unaccompanied.

Sing and perform with others speech canons, rounds, ostinati, and

partner songs.

Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign

language.

Respond with appropriate dynamics, phrasing, and

interpretation to the cues of a conductor.

5th Grade

Sing melodies expressively using appropriate head voice accompanied and

unaccompanied.

Sing and perform with others speech canons, rounds, ostinati, and

partner songs.

The student will sing from memory multiple songs

representing various genres, tonalities, meters, and cultures including at least one song in a foreign

language.

Respond with appropriate dynamics, phrasing, and

interpretation to the cues of a conductor.

6 Things I wish someone had told me:

1 - Take the time to “Unpack” each standard2 - Study the elements of each standard in a grid format to learn what skills should be met in each grade level.

3 - Meet multiple elements in a lesson, but only formally assess one •Tie your essential question to your assessing standard•Use your seating chart as your grade book & only mark students who don’t meet standard•Keep assessments simple – don’t assess for assessment sake – assess to inform & improve instruction. •Rubistar.4teachers.org

6 Things I wish someone had told me:

1 - Take the time to “Unpack” each standard2 - Study the elements of each standard in a grid format to learn what skills should be met in each grade level.3 - Meet multiple elements in a lesson, but only formally assess one

4 - Create standard flipbooks using appropriate

student language

6 Things I wish someone had told me:

1 - Take the time to “Unpack” each standard2 - Study the elements of each standard in a grid format to learn what skills should be met in each grade level.3 - Meet multiple elements in a lesson, but only formally assess one 4 - Create standard flipbooks using appropriate student language

5 - Plan with the end in mind

•Break goals/elements down in to annual, semester, 9 weeks, & lesson goals = Curriculum Maps•Unit Planning! Favorite Units: Instrument Units, Carnival of the Animals, World Music, Classical Composers, etc.

6 Things I wish someone had told me:

1 - Take the time to “Unpack” each standard2 - Study the elements of each standard in a grid format to learn what skills should be met in each grade level.3 - Meet multiple elements in a lesson, but only formally assess one 4 - Create standard flipbooks using appropriate student language5 - Plan with the end in mind

6 – Inform all stakeholders by displaying student work in hallway. (Use Pictures!)

M2GM.10 – Moving, alone and with others, to a varied repertoire of music b. Perform choreographed and non-choreographed movements. c. Perform line and circle dances.

Students performed choreographed movements in lines and circles during our recent Folk Dancing unit.

Performance TaskMUSIC: GENERAL MUSIC (K-5)Topic: Singing

Georgia Performance Standard: M1GM.1 – Singing, alone and with others, a varied repertoire of music

Performance Indicators (Elements): a. Sing simple melodies in a limited range using appropriate head voice accompanied and unaccompanied.b. Echo simple singing and speech patterns.c. Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign language.

Task – This is evident, for example, when students:Echo sing Kye, Kye, Kule with a correct singing voice in a group setting and alone

Assessment Criteria:Teacher Observation, Rubric while student sings alone

Performance TaskMUSIC: GENERAL MUSIC (K-5)Topic: Notating Music

Georgia Performance Standard: M2GM.3 Reading & Notating music

Performance Indicators (Elements): a.Read simple notation including quarter note, quarter rest, paired eighth notes, and half notes using non-traditional and/or traditional icons.b.Identify non-traditional and/or traditional representations of simple quarter note, quarter rest, paired eighth note, and half note rhythmic patterns in response to teacher performance.

Task – This is evident, for example, when students:Identify correct pattern when given 4 to choose fromDisplay correct pattern on rhythm board when teacher claps or plays pattern

Assessment Criteria:Student Response, Teacher Observation, Rubric, Worksheet

Tasks:M2GM.3b: Identify non-traditional and/or traditional representations of simple quarter note, quarter rest, paired eighth note, and half note rhythmic patterns in response to teacher performance.

•Multiple choice

1

3

2

4

Tasks:M2GM.3b: Identify non-traditional and/or traditional representations of simple quarter note, quarter rest, paired eighth note, and half note rhythmic patterns in response to teacher performance. -See “Composing Packets” at hurleymusic.wikispaces.com for more details

Performance TaskMUSIC: GENERAL MUSIC (K-5)Topic: Notating Music

Georgia Performance Standard: MKGM.5 – Composing and arranging music within specified guidelines

Performance Indicators (Elements): b.Create simple rhythmic patterns including quarter notes and quarter rests using non- traditional and/or traditional icons.

Task – This is evident, for example, when students:Create & perform simple quarter note, quarter rest patterns using a composing grid and poker chips.

Assessment Criteria:Student Response, Teacher Observation, Rubric

Composing GridsSee website for details