Music Assessment Through Performance
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The document discusses music assessments for 4th grade band and chorus students. It presents rubrics used to assess students on various musical skills and provides sample student assessments using the rubrics. It also discusses ensuring consistent district music assessments and their potential impact on student investment and instruction.
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This rubric provides criteria for evaluating singing performance in grades 1-8. It assesses elements such as pitch, rhythm, tempo, dynamics, expression, focus, tone quality, diction, and overall vocal performance. For each element, descriptors are provided for different performance levels ranging from developing to excellent. Feedback comments can also be added to further describe the student's strengths and areas for improvement. The purpose is to objectively assess singing skills and provide guidance for musical development.
Music 9
The opera tells the story of Violetta, a courtesan who falls in love with a young man from a respectable family named Alfredo, but their relationship is challenged by societal pressures and Violetta's declining health, as she suffers from tuberculosis. In the end, Violetta sacrifices her own life to allow Alfredo to be reunited with his family.
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CO3 PPT 2023 April 12.pptx
This document outlines a Music, Arts, Physical Education, and Health (MAPEH) class. It discusses classroom rules and standards, reviews composers and musical elements, and presents activities for students to practice rhythm and vocal/instrumental accompaniment. Students sing and clap to a song, discuss rhythm understanding, analyze and apply rhythmic patterns, and improve their instrumental accompaniment skills. The document emphasizes developing skills in music, teamwork, and a sense of belonging through participation in group music activities.
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The document discusses features of Māori English, a variety of New Zealand English spoken by Māori that incorporates elements of te reo Māori. Some key features include the use of discourse particles like "eh" and "y'know", high rising intonation, phonological features like TH-stopping and U-fronting, less reduction of unstressed vowels leading to a more staccato rhythm, and tag questions. The document also discusses how Māori English has a more melodic pitch pattern and rhythm influenced by the stress rules of te reo Māori, making it sound more "musical" compared to standard New Zealand English.
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This 6-day lesson plan introduces 4th and 5th grade cello students to solfège, scales, and the song "O Pastorzinho/Dó Ré Mi Fá". Over multiple class periods, students will learn about solfège and scales through warm-up activities. They will be introduced to and practice the first level of the song, working on finger patterns, notation reading, and musical elements. The lesson plan provides objectives, procedures, assessments, accommodations and modifications for students to progress from recognizing solfège and scales to performing the beginning level of the musical selection.
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This document outlines the objectives for 1st grade music over six six-week periods. The objectives cover vocal development, understanding musical concepts like pitch, rhythm, beat and notation. Specific goals include identifying high and low sounds, steady beat, basic notation like staff and clef. Students will develop singing voices, learn to read and write simple melodies and rhythms, and identify instruments by sight and sound.
Music 3 lm full english
This document contains a lesson plan for teaching musical concepts related to pitch. The lesson includes activities where students will [1] create body movements to match different pitches, [2] sing songs and identify high and low pitches, and [3] perform rhythmic patterns on pitched instruments. The evaluation has students self-assess their understanding of pitch and participation in group activities.
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The document discusses various elements of music and dance appreciation. It describes the basic components of sound in music including pitch, duration, volume and timbre. It also outlines different vocal ranges and qualities for male and female singers. A variety of musical instruments are identified including strings, woodwinds, brass and percussion. Considerations for appreciating music include purity, harmony and message. Tips are provided for appreciating genres like folk, pop, rap, opera and rock music. Elements of dance appreciation discussed are theme, design, movement, technique, music and costume.
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This document provides a summary of the key characteristics and elements of rock music, including different rock subgenres. It discusses the general characteristics of rock such as the prominent use of guitars and drums. It also examines specific effects used in rock recordings like reverb and delay. The document then analyzes subgenres including heavy rock, indie rock, soft rock, soul, and progressive rock. It provides examples and discusses the characteristics of each style. Finally, it examines some iconic rock artists and songs, describing their musical elements and impact.
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This document provides an overview of basic music theory concepts covered in a 7th grade music course. It discusses the beat as a steady pulse in music that musicians synchronize to. The conductor controls the beat in an orchestra. Activities are included to practice keeping a steady beat using instruments or body percussion. Rhythm is introduced as the pattern of sounds and silences in a song that gives structure. Understanding rhythm requires knowledge of note values, time signatures, and conducting patterns.
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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3:国家专业人才认证中心颁发入库证书
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
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Music Assessment Through Performance
- 1. A presentation by NCSU Music Teachers
- 8. CATEGORY 4 – Exceeds Standard 3 – Meets Standard 2 – Approaching Standard 1 – Below Standard Pitch Virtually no errors in pitch Stays in tune most of the time Some accurate pitches, some errors Very few accurate pitches Technique Appropriate posture, breath support, consonants, vowels Minor errors in posture, breath supports, consonants, vowels Several errors in posture, breath supports, consonants, vowels Apparent lack of understanding of appropriate posture, breath support, consonants, vowels Rhythm Performs rhythm & duration accurately and with ease Most rhythms & durations are accurate; errors do not detract for overall performance Frequent or repeated rhythm or duration errors Rhythms are seldom accurate Expression Excellent use of dynamics & phrasing; stylistically accurate Good use of dynamics & phrasing; some stylistic inaccuracies Little use of dynamics & phrasing; misinterprets style Apparent lack of understanding of dynamics & phrasing; stylistically rigid or mechanical Tone Quality Tone is strong, clear, focused throughout range Excellent tone achieved most of the time throughout range Good tone achieved some of the time within limited range Tone is harsh, distorted, nasal, or breathy Independence in Part Singing Functions as leader in maintaining independent vocal part Able to maintain independent vocal part with help Working on maintaining independent vocal part Unable to maintain independent vocal part
- 12. F F F C D D C F F F C D D C A A G G F C A A G G F
- 18. Grade Surveyed # in grade # or % in band # or % in chorus Private lessons Practice at home Perform for family Play with family More music time? Less music time Brighton 4 th 11 72% 89% 1 8 10 5 8 3 Charleston Coventry 4 th 11 63% 100% 0 7 6 10 10 1 Derby 4 th 63 57% 55% 8 48 24 12 54 5 Holland 4 th 7 100% 57% 3 7 6 6 6 0 Jay/Westfield 4 th 11 18% 36% 0 6 7 6 9 0 Lowell 5 th 15 6 7 0 7 5 4 3 9 Morgan 4 th 8 50% 0 0 0 3 3 0 3 Newport City 4 th 42 45% 100% 3 11 14 11 20 15 Newport Town 4 th 15 86% 53% 0 11 8 8 13 1 Troy 4 th 14 43% 43% 4 7 5 7 9 3 NCUJHS
- 19. What have we noticed? What is different in my students’ approach to their work? What is impacting instruction? What is impacting student investment?
- 23. fin