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Lesson 21, Rubrics For Assessing Harmony and Texture

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349 views11 pages

Lesson 21, Rubrics For Assessing Harmony and Texture

Uploaded by

staanajoyann30
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Prepared by:

Sta. Ana Joy Ann Beed 2-1


Lesson 21

Rubrics for Assessing


Harmony
and Texture
Objectives:
In this lesson, the student will be able to:

1. Learn general rubrics (guidelines) in


assessing musical topics pertaining to
harmony and texture; and
2. Use the knowledge learned in these rubrics
for formulate his/her own set of specific
guidelines when assessing students in the
future, tailored to the circumstances of the
class.
Introduction:

In this lesson, we will be taking note of


the needed characteristics on which a
judgement can be made of a student’s
performance in relation to the musical
elements under harmony and texture.
THINK: Rubrics Pertaining to Harmony
Listed below is a sample of general
rubrics for assessing a student’s learning in
harmony. The numbers before each rubric
indicate the achievement level, as shown in
the previous lessons. These rubrics cover both
written and performance-based activities.
0 The students cannot identify the difference between
consonant and dissonant harmonic intervals, both
aurally and visually. He/she cannot sing in harmony.

1 The student can sing in harmony after a lot of


repetition and support from another sound source
such as an accompanying voice or instrument.

2 The student can sing in harmony as long as there is


support from another sound source.

3 The student can sing in harmony confidently.


Rubrics Pertaining to Texture
Listed below is a sample of general
rubrics for assessing a student’s learning
in texture. The numbers before each
rubric indicate the achievement level, as
shown in the previous lessons. These
rubrics cover both written and
performance-based activities.
0 The student cannot describe and identify if a
piece’s texture is monophonic, polyphonic, or
homophonic upon listening and looking at the
score.
1 The student has difficulty in describing and
identifying if a piece’s texture is monophonic,
polyphonic, or homophonic upon listening and
looking at the score.
2 The student can sometimes analyze and describe
a piece’s texture upon listening and looking at the
score.

3 The student can confidently analyze and describe


Thankyou for listening!
(1-5) Direction: For 5 points, Arrange the
achievement level of rubrics pertaining to
harmony.

_____The student can sing in harmony as long as


there is support from another sound source.
_____The student can sing in harmony after a lot of
repetition and support from another sound source
such as an accompanying voice or instrument.
_____The student can sing in harmony confidently.
_____The students cannot identify the difference
between consonant and dissonant harmonic
intervals, both aurally and visually. He/she cannot
(6-10) Direction: For 5 points, Arrange the
achievement level of rubrics pertaining to texture.

_____The student cannot describe and identify if a piece’s


texture is monophonic, polyphonic, or homophonic upon
listening and looking at the score.
_____The student can confidently analyze and describe the
texture of a piece while looking at the score and listening
to it simultaneously.
_____The student has difficulty in describing and
identifying if a piece’s texture is monophonic, polyphonic,
or homophonic upon listening and looking at the score.
_____The student can sometimes analyze and describe a

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