Grade Level: 4th Grade General Music

Content: This test will be a cumulative unit test assessing knowledge and application of western
musical notation. The discussed material within the unit would have been pitch (or note names),
rhythm, and basic expression markings.

State Standard: 26.A.2d: Read and interpret the traditional music notation of note values and
letter names. 25.A.2c: Identify elements and expressive qualities such as tone color, harmony,
melody, form (rondo, theme and variation), rhythm/meter and dynamics in a variety of musical
styles.

Test Format: The opening section of test will be labeling three different diagrams in which the
students will match words from a word bank to identify elements of written notation, such as
dynamics, tempi, key signature, and meter.

For example:

1. Tempo 2. Ritardando 3. Treble Clef 4. Bass Clef 5. Key Signature 6. Time Signature
7. Dynamics
The following section of the test will be multiple choice, and there will be ten different
multiple choice questions regarding specific definitions of expressive markings and other
forms of notation. Additionally, there will be three multiple choice questions, in which,
the students must select the rhythm that the teacher would clap or play on a percussion
instrument, and each example would be played five times.
For example:

8. Which of these is a slow tempo?

A. Moderato B. Allegro C. Adagio D. Presto

9. Listen to the rhythm played on the snare drum, and then circle the letter above the
rhythm that was played.

The next section of the test will be five varying constructed response questions to apply
the students knowledge of all of the material. Two of the constructed response questions
will be composing under general guidelines relating to pitch, rhythm, and dynamics.

For example:

10. Make a list of dynamics starting from very soft to very loud using the symbols we
discussed in class.

pp p mf f ff

Very soft Medium Very Loud

11. Create a two measure melody using the following pitches: C, D, E, G, A. You may
only use half notes, quarter notes, and eighth notes. Also, include at least one dynamic
marking.
Grade Level: 9th-12th Grade Band

State Standard: 25.A.4 Analyze and evaluate the effective use of elements, principles and
expressive qualities in a composition/performance in dance, drama, music and visual arts.
25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used
to convey intent, expressive ideas and/or meaning.

Written Portion: This end of the year exam will cover concepts learned from the music
performed throughout the year. For these examples, the questions will relate to Alfred Reeds
Alleluia! Laudamus Te. In this scenario, it is assumed that the group consists of multiple grade
levels. Due to the multiple grade levels there would be three separate tests created: one for
freshmen, sophomores, and juniors/seniors. Thus, the same material would be covered, but it
would be assessed at varying levels of difficulty. The opening portion of the test will consist of
ten multiple choice questions that will cover the basic information of a piece of music, such as
background information on the composer and work.

For example:

Freshmen.

1. ___________ composed Alleluia! Laudamus Te in _____ .

a. Alfred Reed, 1973 b. Percy Grainger, 1942 c. Andrew Boysen Jr., 2009

Sophomore

2. Why did Alfred Reed write Alleluia! Laudamus Te?

a. It was a commission for the Third Annual Band Festival at Malone College in
1973.
b. Alfred Reed was inspired by a church mass he attended in which there was a large
organ.
c. It is a transcription of a choral work written in memory of the original composer.
Junior/Senior

3. What kind of composer could Alfred Reed be described as?

a. Neo-classical
b. Avant-Garde
c. Romantic

The next section of the test will be five written response questions discussing elements of
the music, such as form, texture, and harmony.

For example:

Freshmen

What is the form of this piece? Justify your answer with measure numbers for each section and
reasons to why you think that.

Sophomore

Describe the form of the piece and how this relates to the different uses of harmony and key
changes throughout the piece.

Junior/Senior

Some analysts argue Alfred Reed incorporates allusions to religion, such as the use of an organ
and the title of the piece, in his composition Alleluia! Laudamus Te. Describe how Reeds use
form and texture within Alleluia! Laudamus Te could also allude to religion.

Performance Portion: For this part of the end of the year exam, students will be performing a
solo or etude that they would have been assigned at the beginning of the semester. Each
assignment would be based upon the students ability level, which would eliminate the need for
separate rubrics. Within the rubric the students will be assessed in the domains of pitch accuracy,
tempo/rhythm, artistry, and tone quality. These domains will be rated on a scale from one to four,
with four being the highest score.