Mapeh Music 10 Q1 Mod5

10 MAPEH Quarter 1 – Module 5: Evaluating Music and Music Performances

MAPEH - Music – Grade 10 Self-Learning Module (SLM) Quarter 1 – Module 5: Evaluating Music and Music Performances First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Development Team of the Module Writer:

Eden Ruth D. Tejada

Editors:

Kenneth B. Nierra

Reviewers:

Pierre Jesu S. Pasuelo, Rosali Joy V. Jao

Layout Artist:

Guinevier T. Alloso

Cover Art Designer: Reggie D. Galindez Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI –

Assist. Schools Division Superintendent

Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Magdaleno C. Duhilag Jr. – REPS, MAPEH Juliet F. Lastimosa - CID Chief Sally A. Palomo - Division EPS In- Charge of LRMS Gregorio O. Ruales - Division ADM Coordinator Eden Ruth D. Tejada- Division MAPEH Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Telefax: E-mail Address:

Regional Center, Brgy. Carpenter Hill, City of Koronadal (083) 2288825/ (083) 2281893 [email protected]

10 MAPEH Quarter 1 – Module 5: Evaluating Music and Music Performances

Introductory Message For the facilitator: Welcome to the MAPEH-Grade 10 Self-Learning Module (SLM) on Evaluating Music and Music Performances! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher This module contains rubrics on different performances in the quarter. These tools will be used by the learners in doing peer assessment in every performance

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

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For the learner: Welcome to the MAPEH-Grade 10 Self-Learning Module (SLM) on the Evaluation of Music and Music performances! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

What I Know

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In

This is a brief drill or review to help you link the current lesson with the previous one.

What’s New

In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.

What is It

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More

This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.

What I Have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

What I Can Do

This section provides an activity which will help you transfer your new knowledge or

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skill into real life situations or concerns. Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Additional Activities

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.

Answer Key

This contains answers to all activities in the module.

At the end of this module you will also find:

References

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know This module was designed and written with you in mind. It is here to help you master the Evaluation of Music and Music Performances. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module has only one lesson, namely: Evaluation of Music and Music Performance After going through this module, you are expected to: 1. Conduct peer assessment in music and music performances using guided rubrics.

What I Know Pre-Assessment 1. This evaluation tool or set of guidelines used to promote the consistent application of learning objectives in the classroom and measure the performance compared to a consistent set of criteria. a. judging sheet. b. rubric c. class record d. calculator 2. A set of standards by which something is judged or assessed. a. criteria b. judging sheets c. score cards d. checklists 3. This type of rubric looks like a grid with the criteria for a learner product listed in the leftmost column and with levels of performance listed across the top row often using numbers and descriptive tags. a. analytic rubric b. checklists c. developmental rubric d. holistic rubric

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4. This rubric is consisting of a scale with all the criteria included in the evaluation that are considered together. a. analytic rubric b. developmental rubric c. holistic rubric d. Checklists 5. This type of rubric does not evaluate an end product or performance but instead assesses’ to what level are students who engage in achievements in developing the skill. a. analytic rubric b. checklists c. developmental rubric d. holistic rubric 6. Which of the following rubrics has only two performance levels where the decision is binary; yes/no, present/absent, pass/fail? a. analytic rubric b. checklists c. developmental rubric d. holistic rubric 7. This term refers to judge or determine the worth or quality of performance. a. assessment b. evaluation c. examination d. experimentation 8. How will you describe a song performance? a. A song performance should be in an acapella (song without accompaniment) b. A song performance can be in acapella or with accompaniment. c. It is a rendition of vocal piece in acapella or with accompaniment d. It is an instrumental rendition of a certain music piece. 9. What is a performance practice plan? a. It is a layout of the performance area or the stage where the performers perform b. It is a reaction paper explaining the elements of the performance. c. It is a list of all props needed in a stage performance d. These are guidelines in mounting stage shows. 10. This term refers to the proper production of a tone so that it is exactly in tune. a. intonation b. posture c. vocal production d. tonal production 11. It is the art of creating the visual image of a stage production through sets, costumes, lighting, and stage mechanisms. a. Dance arts b. Drama c. Painting d. Stage design

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For items 12 to 15, identify the kind of rubric illustrated below. Select your answer in the word pool below. RUBRIC IN DESIGNING PERFORMANCE PRACTICE PLAN

EVIDENT (5)

NOT SO EVIDENT (3)

NOT EVIDENT (1)

The audience is considered in stage design. The event goal reflects the theme and the stage design which amplify both. The stage design tells the event story or mission. Good visual composition. 12.___________________________

CRITERION FOR CHOIRS

YES

NO

1. The sopranos can sing G# above middle C. 2. The altos can reach as low as mi below middle C. 3. The tenors can sing fa above middle C. 4. The basses can sing mi below middle C.

13._____________________________

SONG PERFORMANCE RUBRIC CRITERIA

Tone Quality Tone Production Intonation

EXCELLENT 5

Pitches are well centered and in tune. The tone quality is appropriate to the music performed throughout the performance.

14.___________________________

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GOOD 4

NEEDS IMPROVEMENT 3

Pitches are in tune and centered. The tone quality is sufficient for most of the piece.

Many notes are out of tune and not centered. Tone quality is undesirable.

PIANO PERFORMANCE RUBRIC Level 1-2

Level 3-4

Level 5-6

Level 7-8

Level 9-10

The student demonstrates very limited knowledge of the piano piece studied

The student demonstrates limited knowledge of the piano piece studied

The student demonstrates a satisfactory skill of the piano piece studied as evident in their developmental piano book.

The student demonstrates a good skill of the piano piece studied as evident in their developmental piano book.

The student demonstrates an excellent skill of the piano piece studied as evident in their developmental piano book

15. ______________________

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Lesson

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Evaluating Music and Music Performances

Hello. You are now in the last module of the quarter. To instill awareness and appreciation of twentieth-century music styles and other art forms, you will serve as a judge to the output of your classmates, also known as peer evaluation. This module will lead you to a judging stint!

What’s In Before you begin with your judging journey, let me give you a review of the activities you did in the previous modules. 1. Someday, somehow, __________________ a. somewhere b. somewhere down the road c. sometimes d. someone 2. Which of the following terms is not included in designing layout design? a. Lighting design b. Music style with equipment c. Setting d. Target Audience 3. What kind of art is Allegro Non Troppo a. Dance b. Film c. Painting d. Sculpture 4. This type of music is composed of element of unpredictability. a. Chance music b. Electronic music c. Electronic Dance Music d. Rock music 5. 4’33 is a three-movement composition with duration of 4 minutes and 33 seconds silence written by a. Bruno Bozzetto b. Charles Ives c. Edgar Varese d. John Cage

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What’s New Finally, you will be learning how to evaluate music and music performances using evaluation tools. But let me lead you first to terms that you will use in your judging journey Rubric- is an evaluation tool or set of guidelines used to promote the consistent application of learning objectives in the classroom and measure the performance compared to a consistent set of criteria. Criteria- are a set of standards used for assessment. Kinds of Rubric An Analytic Rubric looks like a grid with the criteria for a learner product listed in the leftmost column and with levels of performance listed across the top row often using numbers and descriptive tags. A Holistic rubric is consisting of a single scale used to assess participants’ overall activity or item based on predefined achievement levels. A Developmental Rubric does not evaluate an end product or performance, but instead, it assesses’ to what level are students who engage in achievements in developing the skill. A Checklist Rubric has only two performance levels where the decision is binary; yes/no, present/absent, pass/fail? Assessment refers to judge or determine the worth or quality of performance. A song performance a rendition of vocal piece in acapella or with accompaniment Performance practice plan is a layout of the performance area or the stage where the performers perform

What is It I hope you now have an idea about rubrics! Based on the discussion given, identify the following rubrics below. RUBRIC IN DESIGNING PERFORMANCE PRACTICE PLAN

EVIDENT (5)

The audience is considered in stage design. The event goal reflects the theme and the stage design which amplify both. The stage design tells the event story or mission. Good visual composition.

1.__________________________

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NOT SO EVIDENT (3)

NOT EVIDENT (1)

CRITERION FOR CHOIRS

1. 2. 3. 4.

The The The The

YES

NO

sopranos can sing G# above middle C. altos can reach as low as mi below middle C. tenors can sing fa above middle C. basses can sing mi below middle C.

2.___________________________ SONG PERFORMANCE RUBRIC CRITERIA

Tone Quality Tone Production Intonation

EXCELLENT 5 Pitches are well centered and in tune. The tone quality is appropriate to the music performed throughout the performance.

GOOD 4 Pitches are in tune and centered. The tone quality is sufficient for most of the piece.

NEEDS IMPROVEMENT 3 Many notes are out of tune and not centered. Tone quality is undesirable.

3._____________________________

PIANO PERFORMANCE RUBRIC LEVEL 1-2

LEVEL 3-4

LEVEL 5-6

LEVEL 7-8

LEVEL 9-10

The student demonstrates very limited knowledge of the piano piece studied

The student demonstrates limited knowledge of the piano piece studied

The student demonstrates a satisfactory skill of the piano piece studied as evident in their developmental piano book.

The student demonstrates a good skill of the piano piece studied as evident in their developmental piano book.

The student demonstrates an excellent skill of the piano piece studied as evident in their developmental piano book

4. ___________________________

Let me know your idea first about what you are going to do.

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1. What are you going to evaluate? __________________________________________________________________________________ __________________________________________________________________________________ 2. Who are the participants of the evaluation? __________________________________________________________________________________ __________________________________________________________________________________ 3. Why to Evaluate? __________________________________________________________________________________ __________________________________________________________________________________

What’s More Activity 2: Judge na ako! It’s time to test your judging stint. Here is a video of a choir performance featuring the General Santos City Children’s Choir. You are going to assess the video based on the performance practice plan. Here is the link https://www.youtube.com/watch?v=4bdOZaL6uHY

RUBRIC IN DESIGNING PERFORMANCE PRACTICE PLAN The audience is considered in stage design. The event goal reflects the theme and the stage design which amplify both. The stage design tells the event story or mission. Good visual composition.

EVIDENT (5)

NOT SO EVIDENT (3)

NOT EVIDENT (1)

I believe that you noticed something different in the venue since we use the performance practice plan. Give your suggestions about the venue used in the video. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Activity 3: Understanding the Rubrics Here are the rubrics that you are going to use in assessing the performance of your classmates! Rubric Rubric Rubric Rubric

no.1 no.2 no.3 no.4

– – – –

For song performance Lay - outing performance practice plan Dance: Budots! And Collage of EDM performances Chance music Division of ______________________ Name of the School

Name of the Student_____________________________________________________________ Rubric No.1 Song Performance CRITERIA

Tone Quality Tone Production Intonation

Musicianship

Dynamics Phrasing Articulations Intonation Breath support Pitch adjustment skills

Pitches are well centered and in tune. The tone quality is appropriate to the music performed throughout the performance.

Pitches are in tune and centered. The tone quality is sufficient for most of the piece.

NEEDS IMPROVEMENT 3 Many notes are out of tune and not centered. Tone quality is undesirable.

Dynamics in the song are observable. Phrasing that communicates the intention of the piece is present. Correct and appropriate articulations are evident.

Most dynamics in the song are observable. The phrasing suggests an understanding of the piece but could use work. Most articulations are correct and in an appropriate style.

There are few dynamic changes. The phrasing is absent or very poorly thought out. Many articulations are incorrect.

Accurate intonation with proper breath support in all ranges and registers. Instant pitch adjustments are observable.

Mostly accurate intonation and breath support with some out-of-tune notes. Pitch adjustment skills are still developing.

An unawareness of tuning problems. Needs development of pitch adjustment and breath support skills.

EXCELLENT 5

GOOD 4

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Division of ______________ Name of the School

Name of the Student____________________________ Rubric No.2 PERFORMANCE PRACTICE PLAN RUBRIC IN DESIGNING PERFORMANCE PRACTICE PLAN The audience is considered in stage design.

EVIDENT (5)

The event goal reflects the theme and the stage design which amplify both. The stage design tells the event story or mission. Good visual composition.

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NOT SO EVIDENT (3)

NOT EVIDENT (1)

Division of ______________ Name of the School

Name of the Student____________________________ Rubric No.3-A

BUDOTS RUBRIC CATEGORY

5 POINTS

4 POINTS

3 POINTS

The Body

The learner uses a majority of wholebody actions, either gestures, locomotor patterns, or body shapes during the dance

The learner uses some whole-body actions, either gestures, locomotor patterns, or body shapes during the dance

The learner only uses few of whole-body actions, either gestures, locomotor patterns, or body shapes during the dance

Time

The learner has rhythm or tempo in the dance sequence that matches the matches the music he/she picked.

The learner has rhythm and no music

Space

The learner uses all the three levels of space (low, med. and high) and move in different directions.

The learner has rhythm or tempo in the dance sequence, but it doesn’t match the music he/she picked. The learner uses 2 levels of space and use few different directions.

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The learner uses 1 of the three levels of space and use one different direction.

2 POINTS The learner does not show any whole-body actions, either gestures, locomotor patterns, or body shapes during the dance The learner has no rhythm or music

The learner doesn’t use different level of space in the dance sequence. different directions.

Division of ______________ Name of the School

Name of the Student____________________________ Rubric No.3-B

COLLAGE RUBRIC CRITERIA

10-9 POINTS

8 POINTS

7 POINTS

6 POINTS

Creativity

Exceptional degree of student creativity is displayed in creating an EDM collage showing flexibility of thought and originality. The organization of the collage synthesizes independent parts into a singular work of art that unifies and balances.

Most of the collage reflects student creativity in creating an EDM collage.

Only few of the collage reflect student creativity.

Minimal creativity.

The organization of the collage synthesizes all but a couple(two) areas into a singular work of art that unifies and balances

The organization of the collage synthesizes but few areas into a singular work of art that unifies and balances Collage is well assembled with only a several pieces that are not in proper place.

The collage does not unify and appears disjoined.

Design

Craftsmanship

Collage is seamlessly assembled.

Collage is well assembled with only a few (2) pieces that are not in proper place.

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Half hazard craftsmanship

Division of ______________ Name of the School

Name of the Student____________________________ Rubric No.4

CHANCE MUSIC

EXCELLENT 10 PTS.

GOOD 9-7 PTS.

ACCEPTABLE 6-4 PTS.

Musicality: Musical Elements

Demonstrate s perfect elements of Chance Music

Demonstrates good knowledge of Chance Music; with a few errors only.

Demonstrates with an adequate level of knowledge.

Performance

Demonstrate s excellent performance by performing the Chance Music

Demonstrates great performance with few errors.

Demonstrates Demonstrates with with an little effort in adequate performance. performance.

COMPONENTS

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OK 3-1 PTS. Demonstrates some knowledge and is unsure of performance.

What I Have Learned

1. Do you want to join a contest without the board of judges? __________________________________________________________________ Why?____________________________________________________________ __________________________________________________________________ 2. What do you think will happen if we do not have a board of judges in competitions? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. What lessons did you learn in doing peer assessment? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

What I Can Do Activity 4: It’s Show Time! Are you now ready to present your outputs? Do you have a copy of the rubric of your chosen production? Get available to any of the following outputs to be shown in your class or virtually. Things to prepare: 1. Specific rubric for each performance. 2. Internet connectivity for virtual learners. 3. Video of chosen performance. 4. Hard copy of stage lay-outs and collage.

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Assessment A. Identify the type of rubric of the following illustrations.

Rubric in Designing Performance Practice Plan

Evident

Not so evident (3)

(5)

Not evident (1)

The audience is considered in stage design. The event goal reflects the theme and the stage design which amplify both. The stage design tells the event story or mission. Good visual composition. 1. __________________________ CRITERION FOR CHOIRS

1. 2. 3. 4.

The The The The

YES

NO

sopranos can sing G# above middle C. altos can reach as low as mi below middle C. tenors can sing fa above middle C. basses can sing mi below middle C.

2.______________________________

SONG PERFORMANCE RUBRIC CRITERIA

Tone Quality Tone Production Intonation

EXCELLENT 5 Pitches are well centered and in tune. The tone quality is appropriate to the music performed throughout the performance.

GOOD 4

NEEDS IMPROVEMENT 3

Pitches are in tune and centered. The tone quality is sufficient for most of the piece.

Many notes are out of tune and not centered. Tone quality is undesirable.

3. ___________________________

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PIANO PERFORMANCE RUBRIC LEVEL 1-2

LEVEL 3-4

LEVEL 5-6

LEVEL 7-8

LEVEL 9-10

The student demonstrates very limited knowledge of the piano piece studied

The student demonstrates limited knowledge of the piano piece studied

The student demonstrates a satisfactory skill of the piano piece studied as evident in their developmental piano book.

The student demonstrates a good skill of the piano piece studied as evident in their developmental piano book.

The student demonstrates an excellent skill of the piano piece studied as evident in their developmental piano book

4.___________________________________ 5. This type of rubric consists of a single scale with all criteria to be included in the evaluation being considered together. a. analytic rubric b. developmental rubric c. holistic rubric d. Checklists 6. This type of rubric does not to evaluate an end product or performance but instead, it assess’ to what level are students who engage in performances in developing the skill. a. analytic rubric b. checklists c. developmental rubric d. holistic rubric 7. Which of the following rubrics has only two performance levels where the decision is binary; yes/no, present/absent, pass/fail? a. analytic rubric b. checklists c. developmental rubric d. holistic rubric 8. This term refers to judge or determine the worth or quality of performance. a. assessment b. evaluation c. examination d. experimentation 9. How will you describe a song performance? a. A song performance should be in acapella (song without accompaniment) b. A song performance can be in acapella or with accompaniment. c. It is a rendition of vocal piece in acapella or with accompaniment d. It is an instrumental rendition of a certain music piece.

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10. What is a performance practice plan? a. It is a layout of the performance area or the stage where the performers perform b. It is a reaction paper explaining the elements of the performance. c. It is a list of all props needed in a stage performance d. These are guidelines in mounting stage shows. 11. This term refers to the proper production of a tone so that it is exactly in tune. a. intonation b. posture c. vocal production d. tonal production 12. This is an evaluation tool or set of guidelines used to promote the consistent application of learning objectives in the classroom, or to measure the performance compared to a consistent set of criteria. a. judging sheet b. rubric c. class record d. calculator 13. These are set of standards by which something is judged or assessed. a. criteria b. judging sheets c. score cards d. checklists 14 -15. An analytic rubric look like a grid with the _____14_____for a learner product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or _____15________tags. a. checklists b. criteria c. descriptive d. standards

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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Assessment Holistic rubric Checklists rubric Analytic rubric Developmental rubric C C B A C A A B A B C

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Pre-Assessment

Holistic rubric Checklists rubric Analytic rubric Developmental rubric What’s In 1. 2. 3. 4.

A B A A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

B A A C C B A C A A D Holistic rubric Checklists rubric Analytic rubric Developmental rubric

Answer Key

References 2020 MELC in MAPEH-Grade 10, Week 7-8, page 271. Grade 10 - Quarter 1, Module 1, Week 1. Performance rubric Grade 10 - Quarter 1, Module 2, Weeks 2-3 Performance rubric Grade 10 - Quarter 1, Module 3, Weeks 4-5 Performance rubric Grade 10 - Quarter 1, Module 4, Weeks 5-6 Performance rubric https://resources.depaul.edu/teaching-commons/teaching-guides/feedbackgrading/rubrics/Pages/types-of-rubrics.aspx https://www.collinsdictionary.com/dictionary/english/artwork https://courses.lumenlearning.com/boundless-arthistory/chapter/what-is-art/ https://encyclopedia2.thefreedictionary.com/Stage+Design

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DISCLAIMER This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region XII in all public schools beginning SY 2020-2021. The process of LR development was observed in the production of this module. This is version 1.0. We highly encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected]

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