iRubric: Melody Basics rubric

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Melody Basics

High and Low Sounds-Listening High and Low Sounds- Pictures Associating High and Low Sounds with notation on the staff Melodies getting higher and lower High is Smaller and Lower is Bigger Melody Direction- Up, down, repeat Melody-Same or Different Define Melody

Rubric Code: LX64XAA

By JoniGarrison

Ready to use

Public Rubric

Subject: Music

Type: Assessment

Grade Levels: K-5

Melody Basics
	Distinguished 4 pts	Proficient 3 pts	Developing 2 pts	Beginning 1 pts
High and Low Sounds-Listening	Distinguished Student is consistently able to identify through listening whether the sound is high or low. 4 out of 4 correct	Proficient Student is able to identify through listening whether the sound is high or low with only a few inconsistencies. 3 out of 4 correct	Developing Student is able to identify (about 50% of the time) through listening whether the sound is high or low. 2 out of 4 correct	Beginning Student is unable to identify through listening whether the sound is high or low. 1 out of 4 correct or less
High and Low Sounds on staff	Distinguished Student is consistently able to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low. 4 out of 4 correct	Proficient Student is able to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low with only a few inconsistencies. 3 out of 4 correct	Developing Student is sometimes able (about 50% of the time) to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low. 2 out of 4 correct	Beginning Student is unable to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low. 1 out of 4 correct or less
High and Low by size of instrument	Distinguished Student is consistently able to identify smaller instruments as having a high sound and bigger instruments as having a lower sound. 4 out of 4 correct	Proficient Student is able to identify smaller instruments as having a high sound and bigger instruments as having a lower sound with only a few inconsistencies. 3 out of 4 correct	Developing Student is sometimes able (about 50% of the time) to identify smaller instruments as having a high sound and bigger instruments as having a lower sound. 2 out of 4 correct	Beginning Student is unable to identify smaller instruments as having a high sound and bigger instruments as having a lower sound. 1 out of 4 correct or less
Melody-getting higher or lower	Distinguished Student is consistently able to identify through listening whether the melody is going higher (up), lower (down), or repeating(staying on the same note). 4 out of 4 correct	Proficient Student is able to identify through listening whether the melody is going higher (up), lower (down), or repeating(staying on the same note) with only a few inconsistencies. 3 out of 4 correct	Developing Student is sometimes able (about 50% of the time) to identify through listening whether the melody is going higher (up), lower (down), or repeating(staying on the same note). 2 out of 4 correct	Beginning Student is unable to identify through listening whether the melody is going higher (up), lower (down), or repeating (staying the same). 1 out of 4 correct or less
Melody Direction-Up, down, repeat	Distinguished Student is consistently able to identify through listening whether the melody is going up, down, or repeating. 4 out of 4 correct	Proficient Student is able to identify through listening whether the melody is going up, down, or repeating with only a few inconsistencies. 3 out of 4 correct	Developing Student is sometimes able (about 50% of the time) to identify through listening whether the melody is going up, down, or repeating 2 out of 4 correct	Beginning Student is unable to identify through listening whether the melody is going up, down, or repeating. 1 out of 4 correct or less
Melody-same or different	Distinguished Student is consistently able to identify through listening whether melodies are the same or different. 4 out of 4 correct	Proficient Student is able to identify through listening whether melodies are the same or different with only a few consistencies. 3 out of 4 correct	Developing Student is sometimes able (about 50% of the time) to identify through listening whether melodies are the same or different. 2 out of 4 correct	Beginning Student is unable to identify through listening whether melodies are the same or different. 1 out of 4 correct or less
Define Melody	Distinguished Student can consistently define melody.	Proficient Student can define melody with only a few inconsistencies.	Developing Student can sometimes define melody (about 50% of the time).	Beginning Student is unable to define melody.

Keywords:

Melody, Direction, High, Low, Up, Down, Same Repeat

Subjects:

Music

Types:

Assessment

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