The Arts Assessment Map - Sample at 1.5
Samples are available for the following tasks:
Patterns of movement (Music)
Context
Students were asked to draw a graphic score depicting a river flowing from high to low and demonstrate, on a variety of melodic percussion instruments, sounds going from high to low as depicted in the score. In addition to the river, students were also to include two other objects, for example, rocks and trees. They were reminded that they were not drawing a picture, but making a score and needed to place each of the instruments separately across the page – perhaps one object above and the other below indicating the time at which instruments should be played. Students were also asked to develop a key or legend to go with their score, indicating the symbol and instrument for each object. They needed to ensure that they choose instruments that could make a sound which went from high to low (a melodic instrument) for the river, and appropriate percussion or melodic instruments for the two other objects in their score.
Students were also asked to choose one score from the groups of four, and accurately perform the piece. Students also decided who would play which instrument. The composer conducted the score and made decisions about how the piece was to be performed. Students were reminded of the need to perform a continuous sound from high to low to depict the river and to accurately interpret other aspects of the score. They were encouraged to seek creative solutions with their chosen instruments in order to interpret the composer’s ideas.
After creating and performing their graphic scores, students looked at others’ scores and listened to the recording of their performance. They described characteristics of, and talked about the works and their performance.
Prior learning
This tasks was part of a unit focusing on development of students understanding of musical concepts relating to gradually ascending and descending sounds. The unit introduced these concepts by relating them to the theme of natural elements falling and rising. Students:
- discussed the nature of clouds and water, what happens when water is heated, what clouds are made from, what rivers are made from, where they flow to and why they always flow downwards
- were shown the score of the song, ‘Rivers Flow’ and followed the notes with their fingers as they listened to the song. They marked on the score the notes indicating the river going down and the notes going up to the top of the mountain
- learnt to sing the song, feeling the rise and fall in their voices as they sang higher and lower notes
- talked about the difference between a graphic score (already studied) and a conventional score.
The elements of the Creating and making standard addressed by the task are:
Students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences.
(Students) demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions.
(Students) identify, describe and discuss characteristics of their own … arts works
(Students) use skills, techniques, (and) processes, … equipment …
Samples
This work samples, and the related Arts 1.5 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 2 standard.
Sample 1
View image description
Listen to student performance (MP3 - 207KB)
Creating and making – 1.5
- Refines score to ensure meeting the criteria of the descending river and only two other instruments.
- Places sounds for river and trees accurately, but rock placement suggests descending sound for a non-melodic percussion instrument.
- Makes thoughtful choices of instruments in relation to the tone, colour and texture most appropriate for expression of the theme.
- Demonstrates control and sensitivity to the expressiveness of a sparkling river in glockenspiel performance.
- Demonstrates developing ability to accurately interpret score, but greater emphasis given to the overall feel of the piece.
Sample 2
Video
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Creating and making - 1.5
- Demonstrates developing ability to interpret score although placement of some sounds is hesitant and would benefit from further rehearsal.
- Directs performers to follow score without requiring accuracy in other performers’ interpretation.
- Makes thoughtful choices about which instruments have suitable tone and colour for each part of the score.
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