Task Details
Playing a Melody on Ensemble Instruments – Band
Students will demonstrate the ability to perform a melody using barred instrument techniques. They will review and rehearse the familiar melody alone and with others before they perform. By identifying how well they demonstrate posture, grip, strike, and melodic accuracy, teachers can design lessons to further develop each student’s ability to play increasingly complex melodies, read notation, and compose their own melodies.
This task includes a rating scale rather than a rubric. See the Teacher Guide for information about how to use a rating scale. Do not use this task to assess improvisation or music literacy skills.
Please note that this task is currently being piloted by arts teachers around the state. The rating scale, documents, and student work samples may change throughout the 25-26 school year.
Content Area, Artistic Process, & Anchor Standard
| Instrumental Music | ||
| Artistic Process | Performing | |
| Anchor Standard 4 | I can perform with technical accuracy and expression. | |
| Artistic Process | Performing | |
| Anchor Standard 3 | I can produce a characteristic tone. | |
Targeted Grade Level(s)
- Middle School
- High School
Documents
Classroom Piloting Status
- Piloting in Progress
Supplemental Materials
- Go Tell Aunt Rhody
Full score and parts in concert B-flat, no markings - Lady My
Full score and parts in concert B-flat, no markings - Lightly Row
Full score and parts in concert B-flat, no markings - Student Reflection
Questions to guide written self-reflection
Rubric and Sample Student Work
| POSTURE | |||
| Proficiency Level | Description | Sample Student Work | Justification |
|---|---|---|---|
| All Levels | The student maintains aligned, balanced posture:
|
Refer to state guidelines, methods books, and other resources for details and images of instrument-specific posture. | |
| INSTRUMENT CARRIAGE & POSLTLON | |||
| Proficiency Level | Description | Sample Student Work | Justification |
| All Levels | The student demonstrates instrument-appropriate hold and hand/finger position:
|
Refer to state guidelines, methods books, and other resources for details and images of instrument-specific posture. | |
| SOUND PRODUCTION | |||
| Proficiency Level | Description | Sample Student Work | Justification |
| All Levels | The student produces a free, characteristic tone:
Students in these samples demonstrate a range of ability levels. Read the justifications for specific information. |
Always - Trumpet Mostly - Flute |
Always - Trumpet The student articulated each note consistently. Breath support was evident, and the student demonstrated a characteristic tone. Mostly - Flute The student did not maintain breath support or steady airflow, which caused the student to take a breath between notes. Sometimes Justification coming soon Never Justification coming soon |
| RHYTHM | |||
| Proficiency Level | Description | Sample Student Work | Justification |
| All Levels | The student performs the melody’s rhythms as notated:
Students in these samples demonstrate a range of ability levels. Read the justifications for specific information. |
Always - Clarinet Mostly - Tuba |
Always - Clarinet The student's tempo and rhythms were consistent throughout. Mostly - Tuba Although the tempo was consistent, the student did not hold the half notes for 2 full beats. Sometimes Justification coming soon Never Justification coming soon |
| PITCH | |||
| Proficiency Level | Description | Sample Student Work | Justification |
| All Levels | The student performs the melody’s pitches as notated:
Students in these samples demonstrate a range of ability levels. Read the justifications for specific information. |
Always - Flute Mostly - Mallets |
Always - Flute The student performed all pitches as notated. Mostly - Mallets The student played most pitches correctly, but two pitches were played at the same time in the second phrase. Sometimes Justification coming soon Never Justification coming soon |
