Writing Selected Response Questions
and Essay Questions
Chorus Performance Assessment

Students will be able to describe the formal aspects and style of song.

Students will be able to find similarities and differences among songs.

Students will be able to carry out a systematic evaluation of the quality of the songs.

NUMBER OF POINTS

Content	Know	Compare	Evaluate	Total
Formal Aspects	10	20	0	30
Style	10	10	10	30
Quality	0	20	20	40
Total	20	55	30	100

Selected Response Questions

1. What two symbols were found in the concert music? (A2) (Formal Know)	Coda and Da Capo Coda and Vivace Da Capo and Pizzicato Dal Segno and Pianissimo
2. Compare the different songs in this concert. Were they all in a major key? (D1) (Formal Compare)	Yes or No
3. What helps to identify the style of jazz? (A2) (Style Know)	Long phrases and smooth singing Scooped notes and scat singing Short notes and quiet singing Dotted half notes and loud singing
4. Match the song with its style: (A2) (Style Compare) a. Get Up, Get Up, Get Up b. All Jazzed Up c. Im Not Perfect d. Down By the Riverside	Gospel Jazz Swing Country Swing Samba Rock
5. Compare the tempo of all five songs. Which song is different from the others? (A3) (Formal Compare)	a. Get Up, Get Up, Get Up b. All Jazzed Up c. Im Not Perfect d. Katys Song e. Down By the Riverside
6. Based on listening to this concert, the Chorus needs to work on _____________ the most. (D1) (Quality Evaluate)	Pitch we need to listen to each other Articulation we need to make the words clear Concert manners we need to be more respectful Tempo we all need to go the same speed Part singing we need to be sure of our parts
7. As a group, we used our Concert Manners: (E5) (Quality Evaluate)	4 ALL of the time 3 MOST of the time 2 SOME of the time 1 NONE of the time
8. Compare All Jazzed Up to Down By the Riverside. Which one needs more practice? (D1) (Quality Compare)	Down By the Riverside needed more practice All Jazzed Up needed more practice Both pieces needed more practice Both pieces were perfect.
9. Which answer best describes why your teacher chose these five songs for this concert? (D1) (Style Evaluate)	The songs were good for this time of year. The songs taught us how to read music better. There wasnt anything else in the music library. The styles were fun and the songs were very easy to sing.

Essay Questions:

10. While getting ready for this concert, we talked about harmony, markings and symbols that show us where to go next in the music. Use your copies of the music to compare and contrast All Jazzed Up and Get Up, Get Up, Get Up. Include at least two things that are the same and two things that are different. (D1) (Formal Aspects Compare)

11. We do warm-ups before we sing and sometimes have to fix problems with our voices when we practice. Pick two problems that can happen when we sing and explain ways to fix those problems. (C1) (Quality Compare)

12. We have discussed the reasons that one song might be performed better than another. After listening to the concert performance, circle the song that you feel was performed the best.

a. Get Up, Get Up, Get Up

b. All Jazzed Up

c. Im Not Perfect

d. Katys Song

e. Down By the Riverside

Give at least two reasons why you chose this answer. (D1) (Quality Compare)

Maine Learning Results (State Standards) for Visual and Performing Arts are notated in parentheses following each question.

A2: Notation and Terminology Students identify and read musical notation, symbols, and terminology of dynamics.

A3: Listening and Describing Students listen to and describe simple examples of the elements of music including pitch, rhythm, tempo, dynamics, form, timbre, meter, phrases, style, and major/minor harmony.

C1: Application of Creative Process Students describe and apply steps of creative problem solving.

D1: Aesthetics and Criticism Students describe and compare art forms.

E5: Interpersonal Skills Students identify and demonstrate the positive interpersonal skills necessary to get along with others and participate in the arts.

NUMBER OF POINTS

Total