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iRubric: Creating a Soundscape Assessment Rubric

iRubric: Creating a Soundscape Assessment Rubric

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Creating a Soundscape Assessment Rubric 
soundscape success criteria
Students identify multiple sound-effect and scoring opportunities within a short story. Students my choose literal (illustrative) or conceptual (mood/character) excerpts. Students pick 4 of the identified excerpts, create a sound effect or musical fragment for each using classroom instruments.
Rubric Code: NC9472
By adulsky
Ready to use
Public Rubric
Subject: Music  
Type: Assignment  
Grade Levels: K-5

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  well below standards

1 pts

approaching standards

2 pts

meeting standards

3 pts

exceeding standards

4 pts

follows instructions

well below standards

Student does not follow instructions successfully:
- does not identify sound effect and underscoring opportunities in the short story.
-leaves space for excerpts blank and/or makes inapplicable entries.
-leaves space for sound effect/musical fragment ideas blank and/or makes inapplicable entries.
approaching standards

Student followed instructions, but didn't complete the task (example):
- identified and underlined sound effect and underscoring opportunities in the short story.
-student chose 3 excerpts, recording them on the work-page.
-student recorded their sound effect/musical fragment choices for 2-3 excerpts in the space provided on the work-page.
meeting standards

Student followed instructions successfully:
- identified and underlined sound effect and underscoring opportunities in the short story.
-student chose 4 excerpts, recording them on the work-page.
-student recorded their sound effect/musical fragment choices for 3 excerpts in the space provided on the work-page.
exceeding standards

Student followed all instructions successfully, fully completing task:
- identified and underlined sound effect and underscoring opportunities in the short story.
-student chose 4 excerpts, recording them on the work-page.
-student recorded their sound effect/musical fragment choices for each excerpt in the space provided on the work-page.
understanding of concepts

well below standards

When explaining their choices, student:

-has difficulty explaining their ideas, even with clarifying questions and/or prompts
-does not attempt to use vocabulary
approaching standards

When explaining their choices, student:

-attempts to explain their ideas, requiring clarifying questions and/or prompts
-attempts to use vocabulary correctly, requires scaffolding
meeting standards

When explaining their choices, student:

-explains their ideas clearly
-often uses vocabulary correctly, needs minimal scaffolding
exceeding standards

When explaining their choices, student:

-explains all their ideas clearly and convincingly
-consistently uses vocabulary
correctly, without scaffolding
application of concepts

well below standards

-sound-effects and underscoring don not clearly relate to story excerpt
-sound effects and musical fragments general; either vague or inapplicable to the story excerpt.
approaching standards

-sound-effects and underscoring relate to story excerpt
-sound effects and musical fragments are literal in nature.
meeting standards

-sound-effects and underscoring relate to story excerpt
-mix of literal and conceptual sound-effects and musical fragments
exceeding standards

-sound effects and underscoring relate to story excerpt
-sound-effects and musical fragments are complex and mainly conceptual in nature
creativity of application

well below standards

4 sound effects/musical fragments do not add to the story excerpt.
approaching standards

4 sound effects/musical fragments add realism to the story excerpt.
meeting standards

4 sound effects/musical fragments add interest, excitement and realism to the story excerpts.
exceeding standards

4 sound effects/musical fragments add interest, excitement and realism to the story excerpts, enhancing mood and or character of the moment.



Keywords:
  • soundscape, sound-effect, score, underscore

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