Quick differentiation ideas Content: Limit the range of rhythmic elements used Process: Use of manipulatives such as paddle pop sticks for rhythms. Product: Negotiate task to suit needs and abilities Environment: Peer tutoring, use of software Year 6 Semester 1 Criteria Name: Date: Class: Task: Sing the Australian folk song, Moreton Bay, while playing the ukulele. A B C D E Performing Controlled Effective Credible Variable Minimal or no Students sing and play in different styles, presentation of presentation of presentation of presentation of presentation of demonstrating aural, technical and expressive song with no song with limited song with some song with many song . skills by singing and playing instruments with or chord errors, pitch or chord pitch and chord errors in pitch, accurate pitch, rhythm and expression in steady beat, with errors, steady errors, usually chords and performances for audiences. correct balance beat, and usually steady beat, and technique. and instrumental correct balance some attempt at techniques. and instrumental correct balance Expressive techniques. Use and instrumental elements and of some techniques. phrasing expressive enhance the elements and performance. phrasing. Responding Perceptive Informed Relevant Narrow response Cursory or no response to response to response to to performance, response to Students how the elements of music are used performance, performance, performance, own and others, performance, to communicate meaning in the music they own and others, own and others, own and others, using music own and others, listen to, compose and perform. music music using music language with using music
Quick differentiation ideas Content: Limit the range of rhythmic elements used Process: Use of manipulatives such as paddle pop sticks for rhythms. Product: Negotiate task to suit needs and abilities Environment: Peer tutoring, use of software Year 6 Semester 1 Criteria Name: Date: Class: Task: Sing the Australian folk song, Moreton Bay, while playing the ukulele. A B C D E Performing Students sing and play 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 song with no or chord errors, steady beat, with correct balance and instrumental techniques. Expressive elements and phrasing enhance the performance. Effective presentation of song with limited pitch or chord errors, steady beat, and usually correct balance and instrumental techniques. Use of some expressive elements and phrasing. Credible presentation of song with some pitch and chord errors, usually steady beat, and some attempt at correct balance and instrumental techniques. Variable presentation of song with many errors in pitch, chords and technique. Minimal or no presentation of song . Responding Students how the elements of music are used to communicate meaning in the music they listen to, compose and perform. Perceptive response to performance, own and others, music Informed response to performance, own and others, music Relevant response to performance, own and others, using music Narrow response to performance, own and others, using music language with Cursory or no response to performance, own and others, using music