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iRubric: Interpreting and Responding to Music rubric
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Interpreting and Responding to Music
Investigating Ancient Australia
Students will complete a 500 word powerpoint document which investigates and analyses a song which they feel sends a significant message to the listener. Students must also hand in their analysis table before presenting their presentation. Students have two weeks to complete the assignment. Song choices must be approved prior to commencing assignment. Powerpoint must include a reference list.
Rubric Code:
ZX3X9WB
By
loriatherton
Draft
Public Rubric
Subject:
Music
Type:
Assignment
Grade Levels:
K-5, 6-8
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Music Assignment
A - EXCELLENT
20 pts
B - GREAT
16 pts
C - SOUND
12 pts
D - NEARLY THERE
8 pts
E - A START
4 pts
Content
A - EXCELLENT
Student has referred to social, cultural and historically significant events that may have influenced the song.
Student has given an extremely thorough explanation of the purpose, meaning and significance of the song.
B - GREAT
Student has referred to social, cultural or historically significant events that may have influenced the song.
Student has given a thorough explanation of the purpose, meaning and significance of the song.
C - SOUND
Student has referred to social, cultural or historically significant events that may have influenced the song.
Student has given a sound explanation of the purpose, meaning and significance of the song.
D - NEARLY THERE
Student has referred to a social, cultural or historically significant event that may have influenced the song.
Student has given a limited explanation of the purpose, meaning or significance of the song.
E - A START
Student hasn't referred to a social, cultural and historically significant event that may have influenced the song.
Student hasn't given a sufficient explanation of the purpose, meaning or significance of the song.
Musical terms
A - EXCELLENT
Student has correctly and appropriately identified all the contextual features that contribute to the music including pitch, dynamics, timbre and genre.
B - GREAT
Student has correctly and appropriately identified most of the contextual features that contribute to the music including pitch, dynamics, timbre and genre.
C - SOUND
Student has identified most of the contextual features that contribute to the music including pitch, dynamics, timbre or genre.
D - NEARLY THERE
Student has made an attempt to analyse the contextual features of the music including pitch, dynamics, timbre or genre.
E - A START
Student has made a vague attempt to analyse the contextual features of the music including pitch, dynamics, timbre or genre.
Sub-rubric
A- EXCELLENT
5 pts
B - GREAT
4 pts
C- SOUND
3 pts
D - NEARLY THERE
2 pts
E - A START
1 pts
Explanation and Communication
A- EXCELLENT
Student uses clear and purposeful communication, with paragraphs ordered logically.
B - GREAT
Student communicates effectively, although a small improvement could be made regarding the structure of the text.
C- SOUND
Student communication is appropriate, although some improvement could be made regarding the structure of the text.
D - NEARLY THERE
Student communication is disjointed, and there is room for improvement regarding the structure of the text.
E - A START
Student communication is vague, and there is room for improvement regarding the structure of the text.
References
A- EXCELLENT
Student analyses and locates detailed information from a range of resources to answer the inquiry questions on their analysis table.
B - GREAT
Student analyses and locates relevant information from sources to answer the inquiry questions on their analysis table.
C- SOUND
Student locates and attempts to analyse information from sources to answer the inquiry questions on their analysis table.
D - NEARLY THERE
Student makes an attempt to locate and analyse information from a source to answer inquiry questions on their analysis table.
E - A START
Students makes an insufficient attempt to locate information from supplied sources on their analysis table.
Subjects:
History
Music
Types:
Assignment
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