SCAAP: Singing a Two-Part Song

Task Details

Singing a Two-Part Song

In this task, students will demonstrate their singing proficiency by performing a short 2-part song or canon. The song should be familiar to the student as this task is not intended to measure music literacy proficiency. The teacher will assess each student’s individual proficiency 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, downloadable piano accompaniment and notation, and the task rubric. Student work samples will be added after the task has been piloted in classrooms.

Proficiency Level(s)

Intermediate

Document(s)

Teacher Guide

Targeted Grade Level(s)

Upper Elementary
Middle School

Prompt(s)

Peace Round Notation (E Minor)
PDF of the melody, lyrics, and chord symbols for Peace Round in E Minor
Peace Round Recording (E Minor)
MP3 of piano accompaniment for Peace Round in E Minor

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.IL.3 - I can sing a variety of simple part songs.	GM.P.IL.3.1 - I can sing 2-part songs.
GM.P.IM.3 - I can sing with expression and technical accuracy.	GM.P.IL.3.2 - I can sing with appropriate diction and articulation.
-	GM.P.IM.3.1 - I can sing with proper intonation alone and in different ensembles.
-	GM.P.IM.3.2 - I can apply dynamics and expression when I sing.

Rubric and Sample Student Work

Proficiency Level	Description	Sample Student Work	Justification
TONAL
Exemplary	Always does the following: Consistently maintains own part Sings with consistent, supported tone Sings with accurate intonation Sings correct pitches		No student work samples are available at this time.
Proficient	Mostly does the following: Consistently maintains own part Sings with consistent, supported tone Sings with accurate intonation Sings correct pitches	Tonal - Exemplary Sample 1 Tonal - Exemplary Sample 2	Sample 1 (Round Section Only) The student mostly maintained their own part with somewhat supported tone. The pitches were accurate throughout the performance. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Proficient in the Tonal dimension, Exemplary in the Rhythm dimension, and Proficient in the Expression dimension. Sample 2 (Full Performance) The pitches and intonation were correct, and the student's tone was mostly supported. The student maintained the round part but missed a few beats in the unison section while clearing their throat. This student demonstrated a Proficient level in both the Tonal and Expression dimensions.
Approaching Proficient	Maintains own part with minor inconsistencies Sings with inconsistent, supported tone Sings with inconsistent intonation Sings pitches with minor inconsistencies		No student work samples are available at this time.
Emerging	Maintains own part with major inconsistencies Sings with inconsistent, unsupported tone Sings with inconsistent, inaccurate intonation Sings pitches with major inconsistencies	Tonal - Emerging Sample 1	Sample 1 (Full Performance) Although the student maintained the rhythm of the round part, they were unable to maintain the pitches. Major inconsistencies were demonstrated in intonation. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Emerging in the Tonal dimension, Exemplary in the Rhythm dimension, and Approaching Proficient in the Expression dimension.
Needs Major Support	The performance is off topic, incomplete, or does not adequately address the task.	Tonal - Needs Major Support Sample 1	Sample 1 (Full Performance) The student demonstrated an inconsistent use of the voice, sometimes speaking and sometimes singing in a low register. There was no evidence of breath support or intonation. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Needs Major Support in the Tonal dimension, in the Rhythm dimension, and Emerging in the Expression dimension.
RHYTHM
Proficiency Level	Description	Sample Student Work	Justification
Exemplary	Always does the following: Consistently maintains of own part Sings correct rhythm patterns Establishes and maintains consistent tempo Establishes and maintains meter	Rhythm - Exemplary Sample 1 Rhythm - Exemplary Sample 2	Sample 1 (Round Section Only) The student's rhythm, tempo, and meter were consistent and correct throughout the performance. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Proficient in the Tonal dimension, Exemplary in the Rhythm dimension, and Proficient in expression. Sample 2 (Full Performance) The student's rhythm, tempo, and meter were consistent and correct throughout the performance. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Emerging in the Tonal dimension, Exemplary in the Rhythm dimension, and Approaching Proficient in the Expression dimension.
Proficient	Mostly does the following: Consistently maintains of own part Sings correct rhythm patterns Establishes and maintains consistent tempo Establishes and maintains meter	Rhythm - Proficient Sample 1	Sample 1 (Round Section Only) The tempo and rhythm were mostly maintained, but there was some rushing on the last line. This example demonstrates how the rhythm of the two parts can be maintained while the pitches are not maintained.
Approaching Proficient	Maintains of own part with minor inconsistencies Sings rhythm patterns with minor inconsistencies Establishes tempo with minor inconsistencies Establishes meter with minor inconsistencies		No student work samples are available at this time.
Emerging	Maintains of own part with major inconsistencies Sings rhythm patterns with major inconsistencies Establishes tempo with major inconsistencies Establishes meter with major inconsistencies		No student work samples are available at this time.
Needs Major Support	The performance is off topic, incomplete, or does not adequately address the task.		No student work samples are available at this time.
EXPRESSION
Proficiency Level	Description	Sample Student Work	Justification
Exemplary	Always does the following: Performs indicated phrasing Performs indicated dynamics Sings with clear diction Sings in the style of the piece		No student work samples are available at this time.
Proficient	Mostly does the following: Performs indicated phrasing Performs indicated dynamics Sings with clear diction Sings in the style of the piece	Expression - Proficient Sample 1 Expression - Proficient Sample 2	Sample 1 (Round Section Only) The student's diction was mostly clear. There was no variation in dynamics or noticeable phrasing. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Proficient in the Tonal dimension, Exemplary in the Rhythm dimension, and Proficient in the Expression dimension. Sample 2 (Full Performance) The student performed a decrescendo at the end. Their diction was somewhat inconsistent, and the beginning and final consonants were not always heard. This student demonstrated a Proficient level in both the Tonal and Expression dimensions.
Approaching Proficient	Performs indicated phrasing with minor inconsistencies Performs indicated dynamics with minor inconsistencies Sings with inconsistent diction Sings in the style of the piece with minor inconsistencies	Expression - Approaching Proficient Sample 1	Sample 1 (Full Performance) The student's phrasing was inconsistent, with some long phrases and some short phrases. The diction was also inconsistent, and consonants were not clearly sung. The legato performance, however, was acceptable for this song's style. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Emerging in the Tonal dimension, Exemplary in the Rhythm dimension, and Approaching Proficient in the Expression dimension.
Emerging	Performs indicated phrasing with major inconsistencies Performs indicated dynamics with major inconsistencies Sings with unclear diction Sings in the style of the piece with major inconsistencies	Expression - Emerging Sample 1	Sample 1 (Full Performance) The student's diction was mostly clear, and some dynamic variation was demonstrated. The song's style was not addressed, and phrasing was inconsistent. This sample illustrates that students may demonstrate different proficiencies across rubric dimensions. The performance was rated Needs Major Support in the Tonal dimension, Proficient in the Rhythm dimension, and Emerging in the Expression dimension.
Needs Major Support	The performance is off topic, incomplete, or does not adequately address the task.		No student work samples are available at this time.