Found Sound Grading Rubric

Project guidelines:
Minimum 1 minute, maximum 2 minutes
Each group member participates equally
Form is clear: introduction, A section, B (contrasting section), either repeat the A section or incorporate
something new
Use ostinatos (repeating patterns) and variations in texture (layers of sound)
Make sure you put your instruments back at the end of class.
Use a variety of tone colors/timbres (unique sounds) for interesting layers of sound
Prepare for live performance for the class (flexible deadline).
Think about how your piece of music sounds AND looks - choreography? entrance and exit? On what
stage does this take place - in a classroom, on a boat, at a train station, at a party? Create a small story
around your piece.

Formative assessment (in-process, progress)

Key Traits

1
Emerging

2
Approaching

3
Meeting

4
Exceeding

FORM
DEVELOPMENT
MU:Cr1.1.7

Structure is unclear;
formal elements are
not used.

Structure is
somewhat unclear;
formal elements and

Structure is clear,
formal elements and
ostinatos are used

Structure is clear,
formal elements and
ostinatos are used

Score

Generate rhythmic,
phrases within
AB/ABA/theme and
variation forms that
convey expressive
intent.

ostinatos are in place.

effectively. Transitions effectively. Transitions

are present.
are sophisticated and
smooth.

UNITY/CONTRAST/
EXPRESSION
MU:Cr2.1.7.a
Select/organize/develo
p/ document musical
arrangements and
compositions and use
formal elements;
demonstrate unity and
variety, and convey
expressive intent.

Song is either very

repetitive or sounds
more randomized.
No cohesive
structure. Form
document is not
finished or not
turned in.

Song is somewhat
repetitive or contains
too much contrast.
Some use of unity
and contrast is
evident. Form
document is finished
but unclear.

Balance of unity and

contrast is achieved;
some expressive
elements are used
effectively. Form
document is finished
and clear.

Balance of unity and

contrast is achieved;
several expressive
elements are used
effectively, including
dynamic or tempo
changes. Form
document is finished
and clear, articulating
all formal elements
and artistic choices.

INTRODUCTION/
THEME
Describe the context
(theme) for
performance.

Emerging ability to
describe context for
performance

Partial ability to
describe the context
for performance

Describes the context

for performance.

Describes the context

for performance in
rich detail;
sets the stage for the
audience.

PARTICIPATION/
COLLABORATION

Student is beginning
to contribute
towards
collaborative
musical
decisionmaking of
performance
attributes.

Student inconsistently
contributes towards
collaborative musical
decision-making of
performance
attributes.

Student typically
contributes towards
collaborative musical
decision-making of
performance
attributes

Student consistently
contributes towards
collaborative musical
decision-making of
performance
attributes.

Summative assessment (performance and post-performance reflection)

Assessment
Elements

1
Emerging

2
Approaching

3
Meeting

4
Exceeding

Standards

PERFORMANCE
MU:Cr3.2.7
Present a polished,
original final version of
personal created music
and articulate expressive
intent to peers.
MU:Pr6.1.7.a
Perform music with
stylistic expression,
technical accuracy and
artistic interpretation.

Performance is not
prepared. Stylistic
expression and
technical accuracy are
not present. Beginning
and end is unclear.

Performance is
somewhat prepared.
Stylistic expression and
technical accuracy are
not present. Beginning
or end is unclear.

Performance is wellprepared and

presented, with some
attention to stylistic
expression and
technical accuracy.

Performance is polished
and well-prepared, and
confidently presented
with stylistic expression,
technical accuracy, and
artistic interpretation.

MU:Cn 10.0.7
Demonstrate/articulate/rel
ate interests, knowledge,
and skills to personal
choices and intent when
creating, performing, and
responding to music.

Portfolio site writing

intro/reflection are
unclear and
incomplete.

Portfolio site writing

intro/reflection are
present but missing
some elements or
detail.

Portfolio site writing

intro/reflection are wellwritten and
demonstrate interests,
knowledge and skills
related to the project.

In addition to meeting
expectations, student
makes real world
connections, and
discusses personal
choices and intent in
rich detail.

FORM DOCUMENT
Demonstrates
understanding of
theoretical and
structural aspects
of musical work(s).

Demonstrates
emerging
understanding of
theoretical and/or
structural aspects of
musical work(s).

Demonstrates partial
understanding of
theoretical and
structural aspects of
musical work(s).

Demonstrates
understanding of
theoretical and
structural aspects
of musical
work(s).

Demonstrates complex
understanding of
theoretical and
structural aspects of
musical work(s).

Use music
vocabulary
accurately and
appropriately

Emerging musical
vocabulary

Uses limited music

vocabulary accurately
and appropriately

Uses music
vocabulary
accurately and
appropriately

Uses music
vocabulary
accurately
and
appropriately to
describe
complex
musical ideas

Because we worked well together. We showed a theme throughout the whole song. We volunteered to go first. We
practiced and smoothed it out and it sounded good.