ASSESSMENT

In learning about rhythm, students will have the opportunity to create their own rhythmic pattern and speak/clap it out loud.

In this summative assessment, students can choose to write the beats in word form (TA, TI-TI, ZA) or write the actual notes (crotchet, semi-quavers and crotchet rest). Students will be assessed on their use of the three appropriate beats that they have learnt in the previous activities and their ability to demonstrate their rhythm via clapping and speaking.

This assessment will check for students’ knowledge and understanding across the Australian Curriculum: Music content descriptor:

ASSESSMENT EXAMPLES

OTHER OPPORTUNITIES FOR ASSESSMENT

There are formative assessments in each of the other three musical elements that give opportunities to assess students’ knowledge and understanding.

TEMPO  

– students respond to music and identify if it is fast or slow

– students use their voices to sing a simple melody fast and slow to demonstrate their understanding of tempo

DYNAMICS

– students identify different dynamics heard in the environment

– students use their voices to speak and sing loud and soft to demonstrate their understanding of dynamics

MELODY

– students use their voices to sing simple melodies both individually and in a group in cannon form to demonstrate their understanding of melody and pitch

– students respond to music and identify if the pitch is low or high

Across all four elements, students are exposed to music of different cultures (including Aboriginal and Torres Strait Islander and Asia) and different genres (opera, contemporary, classical).

Students are also given the opportunity to reflect and evaluate on their own work and the work of others through questions at the end of each musical element lesson.