4 points 3 points 2 points 1 point No Score The student demonstrates a thorough The student The student The student The student understanding of the creative process by demonstrates demonstrates demonstrates demonstrates meeting all four of the following an adequate a partial a minimal little or no requirements: understanding understanding understanding understanding of the creative of the creative of the creative of the task and Arranges the sections in rondo form process by process by process by meets none of (ABACA). meeting three meeting two meeting one the four Labels each manuscript with the correct of the four of the four of the four requirements pattern type. Creating requirements requirements requirements listed at left. Labels the body percussion to be used in listed at left. listed at left. listed at left. the A, B, and C sections. Makes the body percussion different in each section. The student demonstrates a thorough The student The student The student The student understanding of rhythm by meeting all demonstrates demonstrates demonstrates demonstrates four of the following requirements: an adequate a partial a minimal little or no understanding understanding understanding understanding Performs body as labeled. of rhythm by of rhythm by of rhythm by of the task and Plays with correct rhythmic value. meeting three meeting two meeting one meets none of Plays with a steady beat. of the four of the four of the four the four Performing Has a smooth transition between each requirements requirements requirements requirements section so that there is no interruption. listed at left. listed at left. listed at left. listed at left. Response Sheets Scoring Notes Creating rubric: Neither voice nor whistling are credited as being a percussion sound. Clicking the tongue, on the other hand, is credited. Creating rubric: Sliding the hands together is credited as a distinct percussion sound, separate from clapping the hands. Creating rubric: The first bullet (arranging the sections in rondo form) is credited if the response is performed rhythmically in rondo form, not necessarily rondo in terms of the body-percussion sounds. Performing rubric: If a student starts his or her performance and then stops, that is not counted as an interruption; it is simply a re-start. Performing rubric: Interruptions are defined as breaks in focus or concentration. Performing rubric: The student earns credit if she/he performs what is arranged, regardless of whether or not what is performed is a rondo.
4 points 3 points 2 points 1 point No Score Creating The student demonstrates a thorough understanding of the creative process by meeting all four of the following requirements: Arranges the sections in rondo form (ABACA). Labels each manuscript with the correct pattern type. Labels the body percussion to be used in the A, B, and C sections. Makes the body percussion different in each section. The student demonstrates an adequate understanding of the creative process by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of the creative process by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of the creative process by meeting one of the four requirements listed at left. The student demonstrates little or no understanding of the task and meets none of the four requirements listed at left. Performing The student demonstrates a thorough understanding of rhythm by meeting all four of the following requirements: Performs body percussion as labeled. Plays with correct rhythmic value. Plays with a steady beat. Has a smooth transition between each section so that there is no interruption. The student demonstrates an adequate understanding of rhythm by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of rhythm by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of rhythm by meeting one of the four requirements listed at left. The student demonstrates little or no understanding of the task and meets none of the four requirements listed at left. Scoring Notes Creating rubric: Neither voice nor whistling are credited as being a sound. Clicking the tongue, on the other hand, is credited. Creating rubric: Sliding the hands together is credited as a distinct sound, separate from clapping the hands. Creating rubric: The first bullet (arranging the sections in rondo form) is credited if the response is performed rhythmically in rondo form, not necessarily rondo in terms of the body-percussion sounds. Performing rubric: If a student starts his or her performance and then stops, that is not counted as an interruption; it is simply a re-start. Performing rubric: Interruptions are defined as breaks in focus or concentration. Performing rubric: The student earns credit if she/he performs what is arranged, regardless of whether or not what is performed is a rondo. Response Sheets percussion
Grade5-WhataFind.docx