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2nd Grade Rhythmic Improvisation STUDENT PERFORMANCE TEACHER ASSESSMENT FORM

2

1

0

BOTH

ONE

NEITHER

responses

response

response

Tempo maintains steady tempo given by teacher

Response Time begins on the appropriate beat

Unity Response answers teacher’s “question”

Variety

Unique (response differs from both teacher prompts and student’s other response)

Rhythmic Complexity

beyond quarter notes (“ta” or “du”) and paired eighth notes (“ti-ti” or “du-de”)

Expression

uses vocal inflection, accents, and/or dynamics that support rhythmic statements

Tempo: The student maintains a steady tempo very close to teacher’s prompt (c.82 beats per minute). Response Time: The student provides a response on the next beat without pause.

Unity: Student’s response answers the rhythmic questions that the teacher posed in the prompt (inflection and rhythm). Student’s response is compatible with the teacher’s prompt. Responses should include some, but not all, of the prompt’s rhythmic elements, and may also include some of the expression/inflection of the teacher’s prompt.

Variety: Student’s responses should differ from each other and not repeat either teacher prompt. 2: Both responses differ from teacher prompts and are differ from each other. 1: One student response is the same as the teacher’s prompt. 0: Both student responses are copies of the teacher prompts or student uses the same response twice

Rhythmic Complexity: Student’s rhythms include elements more complex than basic rhythms (beats/quarter notes and duple divisions of beats into pairs of eighth notes), such as half notes, quarter rests, sixteenth notes, and syncopation.

Expression: The student uses musical devices such as inflection, accents and dynamics to express his/her rhythmic thoughts effectively.

CT SDE Common Arts Assessment Initiative

10/07/10

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