Recorder and SmartMusic Strand 1 Foundations: 2:1

Read and notate music using the standard notation system such as complex meters, extended ranges and expressive symbols with and without the use of notation software in a variety of styles and contexts.

Strand 1 Foundations: 2:3

Use electronic musical tools to record, mix, playback, accompany, arrange or compose music.  

Grade Levels 1-4

Necessary Resources o Personal Computer(s)  o Microphone(s)  o SmartMusic Educator Subscription  o SmartMusic Subscriptions  o Finale  o Recorder  o Recorder Express Method Book  

Student Outcomes

The student will: o Read music using the standard notation

system on the recorder o Use SmartMusic to record and playback

their performance on assigned tasks o Submit their completed recording to their

teacher through SmartMusic o Receive specific feedback on their

performance from both SmartMusic and their teacher.

Important Tips

o Teachers can create their own assessments in any MusicXML enable notation software package, and use Finale to convert those MusicXML files to SmartMusic assessment files.

o SmartMusic will give students a grade based on accuracy of pitch and rhythm, based on the number of correct notes and the total points assigned by the teacher.

o The teacher can edit SmartMusic’s assessment o The teacher can provide additional points for the recording AND written feedback. o There is a free iPad app entitled “Recorder Master” that may be a great supplement for

your students learning the recorder

 

In this task… o The student will receive an assignment from their music teacher o The student will practice the assignment on their own until it is ready to be assessed o The student will record the assignment on SmartMusic o The student will receive immediate feedback from SmartMusic regarding correct

pitches and rhythms o The student will receive additional feedback from their director/music teacher after

the director/teacher has reviewed the completed assessment.

SmartMusic will give the student a score (total points determined by the director/music teacher) based upon the accuracy of pitch and rhythm of the student’s performance. The director/music teacher can score the student on the submitted recording using any additional criteria, including: o Ability to assemble the recorder o Hand position o Tone Quality o Expression o Phrasing o Dynamics o Diction o Articulation o Tempo o On Time  

Performance Task

Assessment Criteria

Student Name: __________________________________________________  

3 2 1

Tone Quality

Tone is consistently focused, clear, and centered

throughout the range of the instrument/voice. Tone has

professional quality.

Tone is usually focused, clear and centered with

minor inconsistencies in the normal playing/singing range.

Extremes in range present noticeable problems.

Occasionally the tone quality detracts from the

performance.

The tone is often not focused, clear or centered

regardless of the range being played, significantly detracting from the

performance.

Intonation and

Pitch Accuracy

Virtually no errors. Pitch and note accuracy is very

precise.

Noticeable intonation errors or wrong notes begin to

detract from the performance.

Very few accurate or secure pitches and many wrong

notes.

Rhythm The beat is secure and the

rhythms are accurate for the style of music being played.

The beat is usually secure and the rhythms are mostly accurate. A few duration

errors begin to detract from the performance.

The beat is usually erratic and rhythms are seldom

accurate detracting significantly from the overall

performance.

Balance and Blend

Performs with an awareness of ensemble, balanced sound, likeness of tonal quality and consistently

matched registers/vowels.

Noticeable inconsistencies in the ensemble’s balance/blend.

Discrepancies in tone quality and registers begin to detract

from the performance.

Awareness of balance/blend is not evident. There is very

little awareness of tone quality and matching of registers. These factors

significantly detract from the performance.

Technique Proper attacks, releases and

control are consistent. Facility is plainly evident.

A few attacks, releases and control issues are evident, detracting somewhat from the overall performance.

Attacks, releases and control issues consistently detract

from the performance.

Interpretation and

Musicianship

Performs with creative nuance, artistry, phrasing

and expressive musical style in response to the score.

Often performs with proper phrasing and style, but artistry is often lacking

nuance or sufficient musical expression.

Rarely demonstrates expression and style – just

plays the notes.

Articulation

Markings (staccato, legato, slur, accents, etc.) are executed accurately as directed by the score.

Some markings are executed accurately as directed by the

score and begin to detract from the performance.

Markings are typically not executed accurately.

Ability to Assemble Recorder

Recorder is assembled correctly

The recorder is assembled, but one of the segments is

not aligned properly

The recorder is assembled, but all three segments are

not aligned properly

Proper Hand Position The student’s hands are in the proper position on the recorder, including fingers

over the correct holes

The student’s hands are usually in the proper position on the recorder, sometimes

fingers are not over the correct holes

The student’s hands are not the proper position on the

recorder, fingers are not over the correct holes

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