GRADE 2 RHYTHMIC IMPROVISATION ASSESSMENT TASK
In this task students will independently create rhythmic responses to teacher prompts. Student performances will be collected through audio recordings. The student work will be measured using the rubric included in this task.
Students will be assessed on their ability to extemporaneously create responses that maintain a steady tempo, are rhythmically sensitive to the given prompts, and use appropriate vocal expression.
Connecticut Performance Standards (Grades K-4)
Students will: MU4:3a. improvise "answers" in the same style to given rhythmic and melodic phrases MU4:3c. improvise simple rhythmic variations and simple melodic embellishments on familiar melodies
Students will create two original 4-beat responses to two 4-beat prompts, maintaining a steady tempo, and demonstrating rhythmic sensitivity to the given prompts, and using appropriate vocal expression.
Enduring Understandings/Concepts/Big Ideas and Essential/Focus Questions
The way musicians apply technical skills (accuracy of tempo and maintaining a steady beat) affects the quality of their improvisations.
The ability to convey meaning in an improvisation requires musicians to have command of a variety of expressive devices.
How can rhythm tell a musical story?
How do composers and improvisers vary rhythm to make their music interesting to the listener?
How can expression enhance my performance?
Throughout the school year, second grade students will develop expanded musical vocabulary in the process of learning new songs, developing music literacy, and participating in creating tasks.
The culminating assessment will measure each student’s ability to spontaneously create a rhythmic response to a rhythmic prompt provided by the teacher.
Prior Learning Required
Prior to this assessment students should engage in a variety of activities that will help them to:
Maintain a steady tempo
Use expressive vocal inflection
Identify question and answer form
Create rhythms using neutral syllables
Employ a variety of rhythmic responses, including rhythmic answers
CT SDE Common Arts Assessment Initiative