Year 5 Semester 2 Criteria Sheet Name: Date: Class: Task: Compose a 4 part percussion to be performed with Drunken Sailor. The score should be four bars of , use rhythmic elements selected from: and use 4 different untuned percussion instruments. Perform in groups of 4 or more, one on each of 4 parts with the rest of the class as singers. A B C D E Composing Insightful and skilful Informed and effective Relevant and Variable creation of an Minimal or no creation Students use rhythm, pitch and form, symbols and terminology creation of an creation of an competent creation of accompaniment by of an accompaniment to compose and perform music. accompaniment to accompaniment to an accompaniment by selecting and by selecting and express ideas by express by selecting and combining rhythmic combining rhythmic selecting and selecting and combining rhythmic elements. elements. combining rhythmic combining rhythmic elements and timbre. elements and timbre in elements and timbre in order to complement order to complement and enhance the song. the song. Performing Controlled Effective presentation Credible presentation Variable presentation Minimal or unfinished Students sing and play music in different styles, demonstrating presentation of of accompaniment of accompaniment of accompaniment, presentation of aural, technical and expressive skills by singing and playing accompaniment with with mainly accurate with sometimes inaccurate parts, beat accompaniment. instruments with accurate pitch, rhythm and expression in completely accurate parts, always steady accurate mainly fluctuating and no performances for audiences. parts, always steady beat and even steady beat and even awareness of other beat and even subdivisions. subdivisions. parts. subdivisions. Balance, sensitivity Some awareness of Balance, sensitivity and awareness of is evident. and awareness of parts is attempted. parts is evident. Responding Perceptive response Informed response to, Relevant response to, Narrow response to, Cursory or no to, and reflection on, and reflection on, and reflection on, and reflection on, response to, and Students how the elements of music are used to communicate learning and learning and learning and learning and reflection on, learning meaning in the music they listen to, compose and perform. performance with performance with performance with performance with and performance with reference to listed reference to listed reference to listed reference to listed reference to listed questions. questions. questions. questions. questions.
Year 5 Semester 2 Criteria Sheet Name: Date: Class: Task: Compose a 4 part percussion to be performed with Drunken Sailor. The score should be four bars of , use rhythmic elements selected from: and use 4 different untuned percussion instruments. Perform in groups of 4 or more, one on each of 4 parts with the rest of the class as singers. A B C D E Composing Students use rhythm, pitch and form, symbols and terminology to compose and perform music. Insightful and skilful creation of an accompaniment to express ideas by selecting and combining rhythmic elements and timbre in order to complement and enhance the song. Informed and effective creation of an accompaniment to express by selecting and combining rhythmic elements and timbre in order to complement the song. Relevant and competent creation of an accompaniment by selecting and combining rhythmic elements and timbre. Variable creation of an accompaniment by selecting and combining rhythmic elements. Minimal or no creation of an accompaniment by selecting and combining rhythmic elements. Performing Students sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences. Controlled presentation of accompaniment with completely accurate parts, always steady beat and even subdivisions. Balance, sensitivity and awareness of parts is evident. Effective presentation of accompaniment with mainly accurate parts, always steady beat and even subdivisions. Balance, sensitivity and awareness of parts is attempted. Credible presentation of accompaniment with sometimes accurate mainly steady beat and even subdivisions. Some awareness of is evident. Variable presentation of accompaniment, inaccurate parts, beat fluctuating and no awareness of other parts. Minimal or unfinished presentation of accompaniment. Responding Students how the elements of music are used to communicate meaning in the music they listen to, compose and perform. Perceptive response to, and reflection on, learning and performance with reference to listed questions. Informed response to, and reflection on, learning and performance with reference to listed questions. Relevant response to, and reflection on, learning and performance with reference to listed questions. Narrow response to, and reflection on, learning and performance with reference to listed questions. Cursory or no response to, and reflection on, learning and performance with reference to listed questions.