SCAAP: Singing a One-Part Song

Task Details

Singing a One-Part Song

In this task, students will individually demonstrate their singing proficiency by performing a short song or excerpt from a song. The song should be familiar to the student as this task is not intended to measure music literacy proficiency.

This page contains an 'at a glance' overview of this task, a downloadable teacher guide document, downloadable piano accompaniments and notation, 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)

Happy Birthday Notation (F Major)
PDF of the melody, lyrics, and chord symbols for Happy Birthday in F Major
Happy Birthday Recording (F Major)
MP3 of piano accompaniment for Happy Birthday in F Major
Twinkle Twinkle Notation (D Major)
PDF of the melody, lyrics, and chord symbols for Twinkle Twinkle in D Major
Twinkle Twinkle Recording (D Major)
MP3 of piano accompaniment for Twinkle Twinkle in D Major
You Are My Sunshine Notation (F Major)
PDF of the melody, lyrics, and chord symbols for You Are My Sunshine in F Major
You Are My Sunshine Recording (F Major)
MP3 of piano accompaniment for You Are My Sunshine in F Major

Classroom Piloting Status

Piloted

Standard(s)

Content Area	Artistic Process	Standard
General Music	Performing	3. I can sing alone and with others.

Benchmark(s) and Indicator(s)

Benchmark	Indicator
GM.P.NM.3 - I can use my singing voice.	GM.P.NM.3.1 - I can match pitch when I sing.
GM.P.NH.3 - I can sing, chant, and move to demonstrate a steady beat.	GM.P.NH.3.2 - I can sing with my head voice and chest voice.
-	GM.P.NH.3.1 - I can sing or move using a steady beat.
-	GM.P.NH.3.2 - I can use good posture and breath support when I sing.

Rubric and Sample Student Work

Proficiency Level	Description	Sample Student Work	Justification
TONAL
Exemplary	Always does the following: Establishes and maintains tonal center Sings with accurate intonation Sings pitches with accuracy	Tonal - Exemplary Sample	The student maintains the tonal center throughout the song. All pitches are performed accurately and in tune. This sample represents a student who demonstrated an exemplary proficiency level across all dimensions.
Proficient	Mostly does the following: Establishes and maintains tonal center Sings with accurate intonation Sings pitches with accuracy	Tonal - Proficient Sample 1 Tonal - Proficient Sample 2	Sample 1 The student maintains the tonal center but demonstrates minor intonation and pitch inaccuracies throughout the song. This sample represents a student who demonstrated a proficient proficiency level across all dimensions. Sample 2 The student demonstrates minor inconsistencies in intonation and pitch throughout the song.
Approaching Proficient	Establishes but does not maintain tonal center Sings with inconsistent intonation Sings pitches with minor inconsistencies	Tonal - Approaching Proficient Sample 1 Tonal - Approaching Proficient Sample 2	Sample 1 The student establishes the tonal center, but the pitches become increasingly inaccurate throughout the performance. The student does not end on the resting tone. Sample 2 The student begins the performance with mostly accurate intonation but does not maintain the tonal center through the end of the performance. The student's intonation and pitches are noticeably inaccurate by the end of the song. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is approaching proficient in the tonal dimension and proficient in the rhythm dimension.
Emerging	Establishes but does not maintain tonal center Sings with inconsistent intonation Melodic contour is correct, but pitches are inaccurate	Tonal - Emerging Sample	The student performs accurate melodic contour, but the pitches are largely inaccurate throughout the performance. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is emerging in the tonal dimension, emerging in the rhythm dimension, and approaching proficient in the vocal dimension.
Needs Major Support	The performance is off topic, incomplete, or does not adequately address the task.		No student sample work available
RHYTHM
Proficiency Level	Description	Sample Student Work	Justification
Exemplary	Always does the following: Tempo is established and consistently maintained Meter is established and consistently maintained Performs rhythm patterns with accuracy	Rhythm - Exemplary Sample 1 Rhythm - Exemplary Sample 2	Sample 1 The student performs all rhythms of "Happy Birthday" accurately and consistently maintains the song's meter and tempo. This sample represents a student who demonstrated an exemplary proficiency level across all dimensions. Sample 2 The student establishes and maintains the song's meter and tempo. The rhythm patterns are accurate, with a very minor inaccuracy during the pause before "Happy Birthday's" final phrase. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is exemplary in the rhythm dimension and proficient in the vocal dimension.
Proficient	Mostly does the following: Tempo is established and consistently maintained Meter is established and consistently maintained Performs rhythm patterns with accuracy	Rhythm - Proficient Sample 1 Rhythm - Proficient Sample 2	Sample 1 The student maintains an established meter throughout "Twinkle Twinkle." The student does not consistently maintain the established tempo, and some rhythms are performed inaccurately. This sample represents a student who demonstrated a proficient proficiency level across all dimensions. Sample 2 The student performed inaccuracies in tempo and rhythm throughout the performance. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is approaching proficient in the tonal dimension and proficient in the rhythm dimension.
Approaching Proficient	Tempo is established with minor inconsistencies Meter is established and maintained with minor inconsistencies Performs rhythm patterns with minor inconsistencies	Rhythm - Approaching Proficient Sample	The student performs "Happy Birthday" with inconsistent tempo and many inaccurate rhythm patterns.
Emerging	Tempo is established with major inconsistencies Meter is not established Performs rhythm patterns with major inconsistencies	Rhythm - Emerging Sample 1 Rhythm - Emerging Sample 2	Sample 1 The student establishes but does not maintain the tempo, leading to major inaccuracies with both tempo and rhythm. Sample 2 The student's tempo varies throughout the song. Rhythm patterns are performed with major inconsistencies. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is emerging in the tonal dimension, emerging in the rhythm dimension, and approaching proficient in the vocal dimension.
Needs Major Support	The performance is off topic, incomplete, or does not adequately address the task.		No student sample work available
VOCAL
Proficiency Level	Description	Sample Student Work	Justification
Exemplary	Always does the following: Consistently sings in a head voice Consistently sings with supported breath Consistently performs tall vowels Consistently performs clear consonants	Vocal - Exemplary Sample	The student uses a head voice and sings with supported breath. The text of "Happy Birthday" is easily understandable because of the student's diction. This sample represents a student who demonstrated an exemplary proficiency level across all dimensions.
Proficient	Mostly does the following: Consistently sings in a head voice Consistently sings with supported breath Consistently performs tall vowels Consistently performs clear consonants	Vocal - Proficient Sample 1 Vocal - Proficient Sample 2	Sample 1 Although the student consistently uses a head voice, the tone is unsupported. The vowels are mostly tall, but the consonants are sometimes unclear. This sample represents a student who demonstrated a proficient proficiency level across all dimensions. Sample 2 With minor inconsistencies throughout, the student sings using a head voice with some breath support. Some of the student's diction is unclear. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is exemplary in the rhythm dimension and proficient in the vocal dimension.
Approaching Proficient	Inconsistently sings in a head voice Sings with unsupported breath Performs with unclear diction	Vocal - Approaching Proficient Sample	Although the student sometimes uses a head voice while singing "You Are My Sunshine," the tone is very unsupported. Some of the student's diction is unclear. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The student's performance is emerging in the tonal dimension, emerging in the rhythm dimension, and approaching proficient in the vocal dimension.
Emerging	Does not use a head voice or singing voice Performs with unclear diction	Vocal - Emerging Sample	The student did not use a head voice while performing "Happy Birthday." The student's diction is unclear.
Needs Major Support	The performance is off topic, incomplete, or does not adequately address the task.		No student sample work available