Formative checks: 

• Examples include: In-class participation/playing checks, worksheet checks, in-class skill checks, project check-ins and feedback. 

• For each check, a "checkmark" will be recorded both on paper and in PowerSchool. 

• Each formative check should assess one specific and measurable skill (i.e. playing an E-flat concert scale accurately in quarter notes, can identify the four characteristics of musicals, provided constructive feedback at least once during today’s class, etc.). 

Collaborative work and observations: 

• Examples include: small group/sectional goal setting and collaborative work

• For observations, use of the Creativity Framework can help guide students in the process of group collaboration. Consider also assessing individual collaborative and responsive skills in observations. 

• Observations will generally be kept mentally, though "checks" can be used when assessing specific collaborative skills. 

Feedback: 

• Examples include: student-teacher conferencing, quick in-class verbal reflections

• For feedback, consider both verbal and digital options, and feedback should always be constructive. 

Final Course Reflection

• Timeline: early January

• Students will work individually to create a product that reflects on their learning throughout the entire course. In a format of their choosing, students will consider the following questions and represent their answers: 

  • What were your goals for this semester? (at least 4, specific and detailed)

  • What did you learn about music and your instrument/voice? (at least 4 things, specific and detailed)

  • Favourite memory/moment/piece/concept (Why is this a favourite? How did you feel? What did you learn?)

  • For each song we learned: one challenge, one success, one thing you learned

  • What do you want to learn next year? What do you want to do next year? 

• Students should be encouraged to use a variety of formats, including a slideshow, document, poster, brochure, video, in-person interview, etc. 

• Students will be evaluated according to the following rubric:  https://drive.google.com/file/d/1RGxLZcp2XLlpyUOMm-OgrUHCc3H5O9AB/view?usp=sharing 

Composition project: 

• Timeline: December

• Represents learning in Unit 2 (Music Literacy)

• Task: Write a 16-beat melody, using both pitch and rhythm, in TAB and Western notation. 

• Students will be evaluated using the following adaptable rubric: https://docs.google.com/document/d/18nFhWYsm5_dPlWphEoYAhGj6xLDgbifWhGYCZiDOr7Q/edit?usp=sharing 

Research project: 

•  Timeline: ongoing, depending on the sequence of lessons and time

• Format: slideshow, document, poster, brochure, or student-chosen

• Represents learning in Unit 4 (Research and Reflection)

• Assessment based on the content of the project, the presentation of the project, and reflection on the project. 

• Students will be evaluated using the following general rubric. The rubric would be adapted to the specific topic as needed: https://docs.google.com/document/d/1i4SPBlNc_P-T7rG8mmG6EGt8mYm4LLSheEC2KY1IKDg/edit?usp=sharing