Educational Innovation

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1 Educational Innovation July, 2013 Dear Educators, On behalf of all of MCESA, we are excited that you are using our content specific assessments in your school or district. We sincerely hope that the assessments help you to measure student achievement and provide useful information about student learning. Attached are the item specifications that accompany each particular assessment. These item specifications can serve as a useful tool for curriculum mapping activities. To support your use of items specifications, we have a few important points to consider. The item specifications were written for a very specific audience and purpose. They serve as a bridge between the standards and the assessment. The item specifications define for test writers what counts as testable content from the standards. They delineate what could appear on a test or what should not appear on a test. Item writers used the item specifications to write test items. The specifications may use i.e. or e.g. when listing testable content. E.g. means that these things are eligible to be included on the assessment, but the test writer is not limited to them. They are examples. I.e. means that the test content is limited to only those items listed. Although the item specifications show that certain standards are not addressed on the MCESA content specific (multiple choice) assessment, this does not mean that teachers are not responsible for teaching those standards. Teachers are responsible for teaching all of the state standards. For more information about how to use item specifications, please refer to the MCESA Assessment webpage for webcasts that explain in detail the assessment development process and the use of item specifications. Also look for announcements about face-to-face workshops related to instruction or assessment use. Sincerely, MCESA Assessment Department 4041 N. Central Avenue, Ste. 1100, Phoenix AZ Phone Fax Known as experts. Renowned for service.

2 Item Specification for MUSIC: GRADE 5 Content PO or Strand 1 (Create), Concept 1: Singing, alone and with others, music from various genres and diverse cultures. S1.C1.PO1. singing songs with descants on pitch with an appropriate tone quality, diction and posture S1.C1.PO3. singing short songs from written notation S1.C1.PO4. responding expressively to conducting cues (e.g., legato, dynamics). 2

3 Strand 1 (Create), Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures. S1.C2.PO2. playing simple independent instrumental parts while other students sing or play contrasting parts S1.C2.PO3. playing short songs from written notation S1.C2.PO4. responding expressively to conducting cues (e.g., legato, dynamics).

4 Strand 1 (Create), Concept 3: Improvising rhythms, melodies, variations, and accompaniments. S1.C3.PO1. improvising a melody based on a given tonality. Strand 1 (Create), Concept 4: Composing and arranging music. S1.C4.PO1. composing short pieces using standard musical notation in the treble clef within specified guidelines

5 Strand 1 (Create), Concept 5: Reading and notating music. 58% S1.C5.PO2. reading/ decoding sixteenth notes and sixteenth note patterns and simple syncopation in 2/4, 3/4 and 4/4 time signatures 2 Musical phrases may include all notes and rests from previous grade levels including whole, half, quarter, eighth and dotted half and dotted quarter notes along with corresponding rests. Reading identifies the note and rest name. Decoding identifies the value of note and rest. Sixteenth note patterns should be limited to identifying the following patterns: Four 1/16s 1/16, 1/8, 1/16 1/8, 1/16, 1/16 1/16, 1/16, 1/8. Simple syncopation should be limited to half note, quarter note and eighth note combinations and will appear in 2/4, 3/4 or 4/4 time signatures. Do not use rests in syncopation patterns. The item could compare corresponding rest and note symbols. Stems and responses should be limited to note and rest symbols and should exclude other music symbols e.g. clefs, time signature. Stems and responses should include a single line percussion staff. Do not include common or cut time symbols. Stimuli should include one line rhythmic examples. Musical phrases may include all notes and rests from previous grade levels including whole, half, quarter, eighth and dotted half and dotted quarter notes along with corresponding rests. Reading identifies the note and rest name. Decoding identifies the value of note and rest. Do not use syncopation patterns. The item could compare corresponding rest and note symbols. Stems and responses should be limited to note and rest symbols and should exclude other music symbols e.g. clefs, time signature. Stems and responses should include a single line percussion staff. Do not include common or cut time symbols. Stimuli should include one line rhythmic examples.

6 S1.C5.PO3. identifying the letter names for the lines and spaces of the treble clef 1 Questions should be limited to treble clef 5 line staff and whole note representations. Questions may include up to 3 ledger lines above or below the staff. Questions should be limited to the key of C and no accidentals. Questions could include combinations of letter (bottom to top or left to right) and could use word combinations or distractors. Stimuli could include graphics such as arrows, and musical notations. Questions should be limited to E, G, B, D, F & FACE on the treble clef and whole note representations. Questions should be limited to the key of C and no accidentals. Questions could include combinations of letters left to right and could use word combinations or distractors. Stimuli could include graphics such as arrows, and musical notations.

7 Strand 1 (Create), Concept 5: Reading and notating music. S1.C5.PO4. reading and notating music using standard musical notation 2 Question stems should consist of short phrases of no more than 8 measures and may include: Harmonies: e.g. descant, ostinato Treble clef, accidentals, time signature, bar lines, double bar lines, repeat sign, coda, first and second ending, fermata, D.C. al fine. Question stems should be limited to: One ledger line above or below treble staff. No note values smaller than eighth notes and rests Given a short phrase of no more than 8 measures, ask for the name of identified note/notes. Notating music not addressed in multiple choice. Stimuli could include graphics such as arrows, and musical notations. Question stems should consist of short phrases of no more than 4 measures and may include: Harmonies: e.g. canon Treble clef, accidentals, time signature, bar lines, double bar lines, and repeat sign. Question stems should be limited to: Treble clef staff with no ledger lines. No note values smaller than eighth notes and rests Given a short phrase of no more than 4 measures, ask for the name of identified note/notes. Notating music not addressed in multiple choice. Stimuli could include graphics such as arrows, and musical notations.

8 S1.C5.PO5. defining terms and symbols used in music notation as identified in previous grade levels 1 Defining a symbol or matching a symbol to its definition may include: Time signature/meter signature (4/4,3/4, 2/4), repeat sign, bar line, double bar line, dynamics (pp-ff) treble and bass clef and staff. Accidentals (flats, sharps and naturals) Phrasing Marks (i.e. comma indicates breath mark, arch indicating phrase marks). Key Signature defined as the function of the key signature Symbols need to be presented in context of a two to four measure example excerpt. A single graphic example could have parts labeled or circled and students could answer multiple items from one example. If possible, have answers be symbols and the stem to include a vocabulary word, so there is only one vocabulary word in each item. Do not include common or cut time symbols. Stimuli could include graphics such as arrows, and musical notations. Identifying a symbol or matching to a symbol to its name may include: Time signature/meter signature (4/4,3/4, 2/4), repeat sign, bar line, double bar line, dynamics (pp-ff) treble and bass clef and staff. Accidentals (flats, sharps and naturals) Phrasing Marks (i.e. comma indicates breath mark, arch indicating phrase marks). Key Signature defined as the function of the key signature Symbols need to be presented in context of a two to four measure example excerpt. A single graphic example could have parts labeled or circled and students could answer multiple items from one example. If possible, have answers be symbols and the stem to include a vocabulary word, so there is only one vocabulary word in each item. Do not include common or cut time symbols. Stimuli could include graphics such as arrows, and musical notations.

9 Strand 2 (Relate), Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts. S2.C1.PO1. identifying the use/function of music from various cultures correlating to grade level social studies curriculum 16% S2.C1.PO2. explaining the nature of sound as vibration 2 Define vibration Three elements of sound i.e. disturbance produces the sound, the medium which transfer the sound, receptor hears the sound. Stimuli should include graphics/images of the three elements identified above. Not addressed in previous grades.

10 S2.C1.PO3. explaining and applying the relationship between note values and mathematics S2.C1.PO4. exploring and analyzing the relationship of music to language arts, visual arts, literature 3 Questions may compare note values to rest values Given a measure with a missing element, fill in the missing appropriate beats using a given time signature inclusive of 4/4, 3/4, 2/4 Do not include common or cut time symbols. Questions could apply music math/algorithms using note values (i.e. Quarter, half, whole, dotted half, dotted quarter, eighth and sixteenth notes.) Sixteenth notes and eighth notes must be grouped together with like values to equal 1 beat. Do not include eighth and sixteenth note rests. Stimuli could include graphics such as arrows, and musical notations. 3 Questions may compare note values to rest values Given a measure with a missing element, fill in the missing appropriate beats using a given time signature inclusive of 4/4, 3/4, 2/4 Do not include common or cut time symbols. Questions could apply music math/algorithms using note values (i.e. Quarter, half, whole, dotted half, dotted quarter, and eighth notes.) Eighth notes must be grouped together with like values to equal 1 beat. Do not include eighth note rests. Stimuli could include graphics such as arrows, and musical notations.

11 Strand 2 (Relate), Concept 2: Understanding music in relation to history and culture. 8% S2.C2.PO1. describing the historical context and or influence of music on daily life, culture, politics, etc. S2.C2.PO2. describing the cultural context and or influence of music on daily life, culture, politics, etc. 2 Music forms should consist of work songs, songs of celebration, patriotic songs, marches, jazz or movie soundtracks. Questions could address how music influences history or how history influenced music. Genres should be limited to folk, popular, patriotic, classical, sacred and jazz. Cultures should be limited to: Hispanic/Latin American, Island/African, Native American, Asian, European and American. Questions might include matching genres with historical events. 2 Music forms should consist of work songs, songs of celebration, patriotic songs, marches, jazz or movie soundtracks. Questions could address how music influences culture or how culture influenced music. Genres should be limited to folk music, popular music, patriotic, classical and jazz. Cultures should be limited to: Hispanic/Latin American, Island/African, Native American, Asian, European and American. Questions might include matching genres with cultural events. Music forms should consist of work songs, songs of celebration, patriotic songs, marches, or movie soundtracks. Genres should be limited to folk, popular, and patriotic. Cultures should be limited to: Hispanic/Latin American, Island/African, Native American, European and American. Questions might include matching a piece of music with appropriate events, e.g. march to a parade, lullaby as a sleep aide. Not addressed in previous grades.

12 S2.C2.PO3. describing the origins and development of instruments S2.C2.PO4. classifying different musical careers 2 Questions and stems should focus on the connections between the available materials (e.g. steel drum vs. log drums, fife vs. recorder) and/or the technology of the day (e.g. woodwind vs. brass, metalworking, electricity) Questions can address the development of the instrument families i.e. strings, woodwinds, percussion, brass. Stimuli could include images of instruments. 2 Categories should include performing, producing, educating, manufacturing and supporting. Performing, e.g. singer, instrumentalist, D.J., dancer, actor and actress. Producing, e.g. composer, conductor, choral director, record/sound engineer. Educating, e.g. music educator, private instructor, music librarian, museum docent. Manufacturing and support, e.g. printer, publisher, music store owner, piano tuners, instrument repair, theater/stage support. Questions can address the identification of the instrument families i.e. strings, woodwinds, percussion, brass. Stimuli could include images of instruments. Identify and/or describe different musical careers including but not limited to: Singer, instrumentalist, D.J., dancer, actor and actress. Composer, conductor, choral director, record/sound engineer. Music educator, private instructor, music librarian, museum docent. Printer, publisher, music store owner, piano tuners, instrument repair, theater/stage support.

13 Strand 2 (Relate), Concept 3: Understanding music in relation to self and universal themes. S2.C3.PO1. reflecting on and discussing the roles and impact music plays in their lives and the lives of others S2.C3.PO2. distinguishing music preferences (I like it because ) from music judgments (It is good because) from cultural judgments (It is important because )

14 Strand 3 (Evaluate), Concept 1: Listening to, analyzing, and describing music. 12% S3.C1.PO1. classifying scales as major, minor S3.C1.PO2. categorizing instruments as Western and non-western S3.C1.PO3. identifying AB, ABA, canon, and round forms when presented in performed and/or recorded music 2 Question stems and answers should focus on Solfege forms including hand signs, descriptors of emotional responses. Questions should avoid the use notes, numbers, and minor descriptors. Stimuli should include the Curwin signals/symbols and Solfege. 2 Question stems and answers should be limited to pictures of commonly used instruments. Western instruments should be limited to band, orchestral and classroom instruments. Nonwestern instrument choices should be limited to the following cultural origins: Island/African and Asian. Stimuli could include images of instruments. 2 Not addressed in previous grades. Question stems and answers should be limited to pictures of commonly used instruments. Instruments should be limited to band, orchestral and classroom instruments. Nonwestern instruments should be excluded. Stimuli could include images of instruments. S3.C1.PO4. identifying music examples by genre 2

15 Strand 3 (Evaluate), Concept 2: Evaluating music and music performances. 6% S3.C2.PO1. using established criteria (e.g., dynamics, pronunciation) to evaluate performances and compositions S3.C2.PO2. listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed 2 Questions stems might include a musical phrase with diction, tempo and dynamics information and ask for appropriate adjustments to that phrase. Questions stems might include a performance or composition scenario with responses that focus on e.g. tempo, dynamics. Example Questions: You have to compose a song to put an infant to sleep. What dynamic or tempo would be appropriate for this composition? A short composition (including an image of the composition) is notated as allegro. At what tempo would this be performed? Stimuli could include graphics and musical notations. Not addressed in previous grades.

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