Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium
MUSIC AssessmentPerformance Task M.T430
Interpreting and Conveying Musical Meaning
High SchoolLevels 1, 2, and 3
Teacher BookletTeacher DirectionsStudent Directions
Student WorksheetsTeacher Scoring Rubric
Classroom Score Summary
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ACKNOWLEDGEMENTS
USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 2)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. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.
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Michigan Student Learning Standards Assessed
Performance Standard(s)
M.HS.C.1–Demonstrate an appropriate level of musical understanding through their interpretive decisions made when composing, improvising, or arranging music.M.HS.R.3–Make connections between musical concepts and similar concepts in other ways of thinking (disciplines).
Content StandardART.M.II.HS.4–Compose music in several different styles and demonstrate creativity in using the elements of music for expressive effect.
VPAA Guidelines
C.1–Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.R.3–Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.R.4–Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.
Intended StudentsFirst-, second-, third-, and fourth-year (Levels 1, 2, and 3) music students
Alignment to National Core Arts Standards
Anchor StandardMU: Cr2–Organize and develop artistic ideas and work.MU: Cn10–Synthesize and relate knowledge and personal experiences to make art.
OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will be placed into groups of three or four to work together to interpret meaning in popular songs. The teacher should assign groups prior to announcing the assignment in order to ensure that each group comprises students with varying musical backgrounds and experience.
In Part 1, students will assemble into their groups, listen to a song of the teacher’s choice, and complete a song interpretation worksheet for the song. The worksheet can be found in the Student Booklet. Teachers should modify song choices to match the instructional levels of their students. In Part 2, students will work in their groups to write their own songs. This part will take place over two class periods. In Part 3, student groups will each perform their song in class and convey its musical meaning to their peers.
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SUGGESTED TOTAL TIME This assessment has three parts to it. The assessment should take 150 minutes to complete, as shown below:
o Part 1–Identify Musical Meaning in a Song (Day 1, 30 minutes)o Part 2–Songwriting Work Day (Day 1, 20 minutes; Day 2, 50 minutes)o Part 3–Song Performance (Day 3, 50 minutes)
LIST OF REQUIRED MATERIALSThe materials required for this assessment are:
o Student Bookletso Pens or pencilso Hard writing surface o List of student groupso Recordings of selected songs (A suggested list of songs is given on page 11 of the
Teacher Booklet)o Copies of the lyrics of each song, if desiredo Audio-playback equipment and speakers for each student group o Video- or audio-recording equipment (optional)
ASSESSMENT SETUPThe teacher should assign student groups prior to announcing the assignment in order to ensure that each group comprises students with varying musical backgrounds and experience. The teacher also should have recordings of the selected songs and an audio-playback device for each student group. If the teacher chooses to use a single song for the entire class, only one playback system is needed.
Students will complete a song interpretation worksheet for the song played in Part 1. In Parts 2 and 3, students will compose their own songs that convey meaning.
In order to complete this assessment successfully, students should be familiar with chorus and verse songs and should have had experience composing short songs on their own.
DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.
Each student needs a Student Booklet, a pen or pencil, and a hard writing surface. When ready, say:
You each should have a Student Booklet and a pen or pencil. Begin by filling in the information requested on the front cover.
Pause while students complete the requested information. Then say:
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Now turn to page 2 in your Booklet and follow along as I read the directions aloud.
Pause while students turn to page 2. Then say:
This assessment has three parts to it: o Part 1–Identify Musical Meaning in a Song (Day 1)o Part 2–Songwriting Work Day (Days 1 and 2)o Part 3–Song Performance (Day 3)
The directions for each part are given in the Student Booklet.
PART 1–IDENTIFY MUSICAL MEANINGS IN SONGS (DAY 1) For this part of the assessment, each student will need his or her Student Booklet, a pen or pencil, selected recordings, an audio-playback device, and copies of song lyrics, if desired. When ready to begin, say:
Music can be used to express our thoughts and feelings. In this assessment, you will be interpreting the song lyrics and musical elements of one song. Next, you will compose your own song with lyrics and musical elements that express your thoughts or feelings on a subject of your choosing.
You will complete this assessment in small groups, which your teacher has already assigned. Your teacher will read the names of each group now.
Read aloud the list of student groups. Then say:
Your group will be interpreting the meaning of a song today. Next, you will have composition time, both today and during the next class period. You will share your compositions with the class on Day 3.
Each individual member of your group must complete the Song Interpretation Worksheet, which is found on page 5 of your Student Booklet. Please turn to page 5 to see the worksheet for this assessment.
Pause while students turn to page 5. Then say:
You will have 20 minutes to listen to the song, discuss the meaning of the lyrics, and complete the Song Interpretation Worksheet.
Say only if you plan to hand out the lyrics to the song(s):
Your teacher will hand out copies of the song lyrics so that you may use them during your discussion.
Hand out copies of the lyrics. Then say:
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For all students, say:
You may now break into your assigned groups, collect your recordings and audio equipment, and begin working on your assessment.
Note: If the teacher chooses to use the same song for all groups, he or she can have the students break into their groups without the audio-playback equipment, and the teacher can play the song for the entire class. After playing the song once, the teacher should give the students 3 minutes to discuss the meaning of the song and then should play the song again for the last time. At this point, the students should have the remainder of the 20 minutes to finish their discussion and complete their worksheets.
The teacher should help students find their groups and begin working. Assist any group with audio-playback difficulties. When there are 5 minutes remaining, say:
You have 5 minutes remaining. Prepare to complete your Song Interpretation Worksheet.
After 5 minutes, say:
Time is up. Now it is time to move on to Part 2.
PART 2–SONG WRITING WORK DAY (DAY 1)For this part of the assessment, each student will need his or her Student Booklet and a pen or pencil. When ready to begin, say:
Now that you have experienced other songwriters’ ways of conveying meaning in their music, you will write your own song. This song will be performed vocally. You will have the rest of today’s class period and all of next class period to complete your song. Your performance of this song will be on Day 3.
The Teacher Scoring Rubric that will be used to score your song performance is on page 3 of your Student Booklet. Review Level 4, the highest level of performance.
TEACHER SCORING RUBRIC
Dimension 1 2 3 4
Song Meaning
Intended song meaning was not conveyed clearly. Many clarifications and explanations were needed.
Intended song meaning was somewhat conveyed. Clarifications and explanations were needed.
Intended song meaning was conveyed. Minor clarifications and explanations were needed.
Intended song meaning was conveyed clearly.
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Musical Elements
Song did not make musical sense.
Song made some musical sense but did not convey its meaning through the use of musical elements.
Song made musical sense and was able to convey its meaning somewhat through the use of musical elements.
Song made musical sense and conveyed its meaning successfully through the use of musical elements.
Group Collaboration
Little collaboration was evident in the song preparation and performance.
Some collaboration was evident in the song preparation and performance.
Collaboration was evident in the song preparation and performance.
Significant collaboration was evident in the song preparation and performance.
Pause while the students review the rubric. Then say:
You can take notes so that you can remember your song using the Notes worksheet on page 6 of your Booklet. Turn to page 6 now.
Pause while the students turn to page 6. Then say:
You will have the rest of this class period and all of the next class period to work. Are there any questions?
Pause to answer any questions. Then say:
You may begin composing now.
Walk around answering questions while students work on the task. When there are 5 minutes remaining, say:
You have 5 minutes remaining.
After 5 minutes, say:
Time is up. Be sure that your name is written on your Student Booklet and give it to your teacher. It will be returned to you in the next class period so that you can continue your work.
PART 2–SONG WRITING WORK DAY (DAY 2)For this part of the assessment, each student will need his or her Student Booklet and a pen or pencil. When ready to begin, say:
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Today you will finish composing your song and will prepare to perform it for the class in the next class period. Are there any questions before you begin working?
Pause to answer questions. Then say:
Assemble your group and begin your work.
Walk around answering questions while students work on the task. When there are 10 minutes remaining, say:
You have 10 minutes remaining. Practice performing your song and come to a stopping point.
After 10 minutes, say:
Time is up. Give your Student Booklet to your teacher. It will be returned to you in the next class period for your performance.
PART 3–SONG PERFORMANCE (DAY 3)For this part of the assessment, each student will need his or her Student Booklet and a pen or pencil. If the teacher chooses to use the video- or audio-recording equipment to record students’ performances for later scoring, make sure it is set up and ready to use. When ready to begin, say:
Today you will perform your song for the class. Your teacher will call each group to perform. Please have your Student Booklet ready to turn in when you finish.
Designate one member of your group to introduce the members of your group and to give a brief summary of what you have composed. You then may proceed with your performance. When your performance is over, return to your seat.
Call on the first group. After each performance, thank the group and call the next group to perform. When all groups have performed, say:
All groups have performed. The assessment is complete.
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[This page is on page 5 of the Student Booklet.]SONG INTERPRETATION WORKSHEET
Name: _________________________________ Title of Song: ______________________________________________
1. What emotions does this song convey? How does the artist accomplish this?_____________________________________________________________________________________________________
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2. What do you think is the message/story of the song? For what purpose do you think this song was written?_____________________________________________________________________________________________________
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3. Write a few sentences explaining how musical elements are used to convey the song meaning. Use descriptive examples to defend your argument._____________________________________________________________________________________________________
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4. What elements from this song might you use as inspiration to influence your own song writing?_____________________________________________________________________________________________________
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[This page is on page 6 of the Student Booklet.]NOTES
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SONG SUGGESTIONSBelow is a short list of songs teachers might consider using for this assessment. This list is provided as a guide and is not meant to be limiting in any way. Teachers should choose songs that are appropriate and relevant to their students.
“Blowing in the Wind” – Bob Dylan“Imagine” – John Lennon“Man in the Mirror” – Michael Jackson“Waiting on the World to Change” – John Mayer“We Are the World” – USA for Africa“We Didn’t Start the Fire” – Billy Joel“We Shall Overcome”
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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.
M.E430 Teacher ______________________________________________ Class ___________________________
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STUDENT NAME SONG MEANING MUSICAL ELEMENTS GROUP COLLABORATION
