Name: Subject: Music Theory MYP Year: 3

Unit title: Music Composition Summative Assessment: Composition

Key concept: Identity Related concept(s): Expression Global context: Personal and cultural
expression
Explorations to develop - Artistry,
craft, creation, beauty
Statement of Inquiry: The arts build identity, connect cultures, shape values and express beliefs.
ATL – Thinking Skill - Create original works and ideas; use existing works and ideas in new ways
Time assigned: 35min. Time Taken: Date:

Criteria A B C D
Level Achieved

Compose a melody for the lyrics that you have already created on the staff.
Perform (Sing or Play) that composition.
Inform your artistic decisions by filling out the composition checklist to describe your composition.
Command Term Description
Create/Compose To evolve from one’s own thought or imagination as a
work or an invention.
Present/Perform Show work for display or observation to an audience
Describe Give a detailed picture in words of a situation, event,
pattern or process.

Achievement Level descriptor- Criteria A Task Specific Clarification- Criteria A

level Knowing and understanding Knowing and understanding
7-8 The student The student
iii) demonstrates excellent use acquired iii) demonstrates excellent knowledge of appropriate
knowledge to inform their artwork. music terminology to describe the composition.

5-6 The student The student

iii) demonstrates substantial use acquired iii)demonstrates substantial knowledge of appropriate
knowledge to inform their artwork. music terminology to describe the composition.

3–4 The student The student

iii) demonstrates adequate use acquired iii)demonstrates adequate knowledge of appropriate
knowledge to inform their artwork. music terminology to describe the composition.

1-2 The student The student

iii) demonstrates limited use acquired iii)demonstrates limited knowledge of appropriate
knowledge to inform their artwork. music terminology to describe the composition.

0 The student does not reach a standard The student is not able to identify the note values and
described by any of the descriptors. pitch names used in the composition on the staff.

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Achievement Level descriptor- Criteria B Task Specific Clarification- Criteria B
level Developing Skills Developing Skills
7-8 The student The student
ii. demonstrates excellent the application of ii) demonstrates excellent application of skills by
skills and techniques to create, perform and/or playing/singing all the notes of the composition
present art. correctly in proper rhythm.
5-6 The student The student
ii. demonstrates substantial the application of ii) demonstrates substantial application of skills by
skills and techniques to create, perform and/or playing/singing all the notes of the composition
present art. correctly in proper rhythm with minor errors in
techniques/fingering/pitch
3–4 The student The student
ii. demonstrates adequate the application of ii) demonstrates adequate application of skills by
skills and techniques to create, perform and/or playing/singing some of the notes of the composition
present art. correctly with improper techniques/fingering. The
melody was not very clear.
1-2 The student The student
ii. demonstrates limited the application of ii) demonstrates limited application of skills by
skills and techniques to create, perform and/or playing/singing the notes of the composition with a lot
present art. of errors.
0 The student does not reach a standard The student is not able to play/sing the composition.
described by any of the descriptors.

Achievement Level descriptor- Criteria C Task Specific Clarification- Criteria C

level Thinking Creatively Thinking Creatively
7-8 The student The student
i. demonstrates excellent artistic intention i. demonstrates excellent artistic intention by creating
patterns of sound and silence that helps make music
interesting/all pitches match chord progression/
excellent use of rhythm to emphasize important words/
sections flow well together.
5-6 The student The student
i. demonstrates substantial artistic intention i. demonstrates substantial artistic intention by
creating patterns of sound and silence that helps make
music relatively interesting/ melody notes mostly fit the
chords with good rhythm/sections flow reasonably well
together.
3–4 The student The student
i. demonstrates adequate artistic intention i. demonstrates adequate artistic intention by creating
patterns of sound and silence that helps make some of
the parts of melody catchy/ melody notes somewhat fit
the chords in the right rhythm/some sections flow well
together.
1-2 The student The student
i. demonstrates limited artistic intention i. demonstrates limited artistic intention by creating
incomplete melody/doesn’t fit in the chords well/ not
followed a correct rhythm pattern/needs more
structural organization.
0 The student does not reach a standard The student is not able to compose the melody.
described by any of the descriptors.

Achievement Level descriptor- Criteria D Task Specific Clarification- Criteria D

level Responding Responding
7-8 The student The student

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 iii. demonstrates excellent skills to evaluate
the artwork of self and others.
5-6 The student
iii. demonstrates substantial skills to evaluate
the artwork of self and others..
3–4 The student
iii. demonstrates adequate skills to evaluate
the artwork of self and others.
1-2 The student
iii. demonstrates limited skills to evaluate the
artwork of self and others.
0 iii. The student does not reach a standard
described by any of the descriptors.
iii. demonstrates excellent skills as the student
consistently adheres to all the parameters set in the
rubric to evaluate the other student’s performance.
The student
iii. demonstrates substantial skills as the student
adheres to all the parameters set in the rubric to
evaluate the other student’s performance.
The student
iii. demonstrates adequate skills as the student
sometimes adheres to the parameters set in the rubric
to evaluate the other student’s performance.
The student
iii. demonstrates limited skills and knowledge as the
student rarely adheres to the parameters set in the
rubric to evaluate the other student’s performance.
iii. The student does not have sufficient knowledge and
skills to evaluate the performance
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Composition Checklist and Self Evaluation
When writing my composition I used:

- ………. Clef

-………. Time signature

-……………………………………….. Rhythm in measures .. & ..

-A melody containing these notes ………………………………………… of …… scale.

-A sign…. To indicate the dynamics in the melody

- A title …………..

- My contribution in this task - …………………………………………………………

- I performed my composition by ………………………………………………………….

Overall I thought the composition task was

…………………………………………………………………………………….
because…………………………………………………………………………..

The area of my melody writing that is improving the most:

……………………………………………………………………………………..

……………………………………………………………………………………..

The thing I found the most difficult was:

…………………………………………………………………………………….

…………………………………………………………………………………….

One thing that is becoming easier is:

…………………………………………………………………………………….