SCAAP: Rhythm Improvisation (1 Phrase)

Task Details

Rhythm Improvisation (1 Phrase)

In this task, students will demonstrate their improvisation proficiency by creating 8-beat, duple meter rhythms after hearing a rhythm prompt. The teacher will assess each student’s individual proficiency and may choose to deliver the task to all students during one class period or to selected students over several class periods.

This page contains an 'at a glance' overview of this task, a downloadable teacher guide document, and the task rubric with student work samples and rating justifications for each proficiency level.

Proficiency Level(s)

Novice

Document(s)

Teacher Guide

Targeted Grade Level(s)

Lower Elementary
Upper Elementary

Prompt(s)

No prompts

Classroom Piloting Status

Piloted

Standard(s)

Content Area	Artistic Process	Standard
General Music	Creating	2. I can improvise music.

Benchmark(s) and Indicator(s)

Benchmark	Indicator
GM.CR.NH.2 - I can improvise responses to given rhythmic patterns.	GM.CR.NH.2.2 - I can improvise rhythm patterns, songs, or chants to create a musical idea.

Rubric and Sample Student Work

Proficiency Level	Description	Sample Student Work	Justification
RHYTHM
Exemplary	Always does the following: Tempo is consistent Meter is clearly defined Rhythmic elements are clear and steady	Rhythm - Exemplary Sample 1 Rhythm - Exemplary Sample 2	Sample 1 The student maintaines a steady tempo and uses subdivisions (Du-ta-de-ta/Ta-ka-di-mi) to define the meter. All performed rhythms are clear and steady. This sample represents a student who demonstrated an exemplary proficiency level across all dimensions. Sample 2 The student's tempo is consistent throughout the improvisation, and the meter is clearly defined. All rhythmic elements, including the subdivisions, are performed clearly and accurately.
Proficient	Mostly does the following: Tempo is consistent Meter is clearly defined Rhythmic elements are clear and steady	Rhythm - Proficient Sample 1 Rhythm - Proficient Sample 2	Sample 1 The student's tempo is mostly consistent, and the meter is clearly defined. The student performs some inaccurate rhythmic elements during the first four beats. This sample represents a student who demonstrated a proficient proficiency level across all dimensions. Sample 2 The student's tempo increases during the final four beats of the improvisation. The rhythmic elements are mostly clear, and the tempo is clearly defined and consistent. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is proficient in the rhythm dimension and exemplary in the improvisation dimension.
Approaching Proficient	Tempo is established but inconsistent Meter is established and maintained Macrobeats and microbeats are mostly steady	Rhythm - Approaching Proficient Sample	The student establishes and maintains the meter, but the tempo increases during the improvisation. The student performs rhythms with minor inaccuracies.
Emerging	Tempo is not established and is inconsistent Meter is not established or not maintained At least 6 and no more than 10 beats are performed	Rhythm - Emerging Sample	Although the student performs an adequate number of macrobeats, both the tempo and meter are inconsistent. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is emerging in the rhythm dimension and needs major support in the improvisation dimension.
Needs Major Support	The performance is off topic, incomplete, or does not adequately address the task.	Rhythm - Needs Major Support Sample	The student does not adequately address the task because of the performance length and inconsistencies in tempo and rhythmic elements.
IMPROVISATION
Proficiency Level	Description	Sample Student Work	Justification
Exemplary	Included both of the following elements: Complex rhythms (such as subdivisions and syncopations) and corresponding rests are performed The first four beats are different from the second four beats	Improvisation - Exemplary Sample 1 Improvisation - Exemplary Sample 2	Sample 1 The student performs both syncopated rhythms and subdivisions. The first four beats and second four beats are different. This sample represents a student who demonstrated an exemplary proficiency level across all dimensions. Sample 2 The first four beats and the second four beats of the improvisation are different. The student includes a subdivision (Du-ta-de/Ta-ka-di) during the first four beats. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is proficient in the rhythm dimension and exemplary in the improvisation dimension.
Proficient	Included one of the following elements: Complex rhythms (such as subdivisions and syncopations) and corresponding rests are performed The first four beats are different from the second four beats	Improvisation - Proficient Sample	The first four beats and the second four beats are different. The student performs only macrobeat (Du/Ta) and microbeat (Du-de/Ta-di) rhythms without any syncopations or subdivisions. This sample represents a student who demonstrated a proficient proficiency level across all dimensions.
Approaching Proficient	Only macrobeats and microbeats are performed The first four beats are the same as the second four beats	Improvisation - Approaching Proficient Sample	The student performs only macrobeats (Du/Ta) and microbeats (Du-de/Ta-di). The first four beats are the same as the second four beats.
Emerging	Only one rhythm value is performed (i.e., only macrobeats or only microbeats) The first four beats are the same as the second four beats.	Improvisation - Emerging Sample	The student performs only macrobeats for the first four beats and the second four beats.
Needs Major Support	No recognizable improvisational intent (e.g., repeats the prompt or incomplete performance)	Improvisation - Needs Major Support Sample 1 Improvisation - Needs Major Support Sample 2	Sample 1 The student's performance is incomplete; the improvised rhythm is less than 6 macrobeats long. Sample 2 The student demonstrates no improvisational intent throughout the performance. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is emerging in the rhythm dimension and needs major support in the improvisation dimension.