Inspiring ethical, respectful, compassionate global leadership
Assessment Task Title
G8 Gamelan Music 2
Student name: Due date: Subject & Grade: Music G8 Key Concept: Aesthetics Related Concept(s): Expression, Structure
Global Context: Personal and cultural expression Statement of Inquiry: That music from each culture may sound different, but all music has the same fundamental basics Human ingenuity Inquiry Question(s): Factual, Where did Gamelan originate?
Conceptual, How does Gamelan music compare and contrast to Cambodian music? Debatable, While each culture has its own musical genres and styles?
Approaches To Learning Skills Used:
Your Task:
Listening skills test
Inspiring ethical, respectful, compassionate global leadership Details & Conditions:
Completed in class individually.
You will be assessed on the following MYP criteria: Criterion A: Knowing and understanding Criterion B: Developing skills Criterion C: Thinking creatively Criterion D: Responding
(optional: insert photo)
Criterion A: Knowing and understanding Student Teacher Published Descriptors
0
0 The student does not reach a standard described by any of the descriptors given below.
1 2
1 2 i. demonstrates limited knowledge of the art form studied, including concepts, processes, and limited use of appropriate language ii. demonstrates limited knowledge of the role of the art form in original or displaced contexts iii. demonstrates limited use of acquired knowledge to inform his or her artwork.
3 4
3 4 The student: i. demonstrates adequate knowledge of the art form studied, including concepts, processes, and adequate use of appropriate language ii. demonstrates adequate knowledge of the role of the art form in original or displaced contexts iii. demonstrates adequate use of acquired knowledge to inform his or her artwork.
5 6
5 6 The student: i. demonstrates substantial knowledge of the art form studied, including concepts, processes, and substantial use of appropriate language ii. demonstrates substantial knowledge of the role of the art form in original or displaced contexts iii. demonstrates substantial use of acquired knowledge to inform his or her artwork.
7 8
7 8
The student: i. demonstrates excellent knowledge of the art form studied, including concepts, processes, and excellent use of appropriate language ii. demonstrates excellent knowledge of the role of the art form in original or displaced contexts Inspiring ethical, respectful, compassionate global leadership
iii. demonstrates excellent use of acquired knowledge to inform his or her artwork. Task-specific indicators: Listen to Music Matters book1 page 21, truck 29, analysing the music with music elements. Student reflections:
Teacher comments:
Inspiring ethical, respectful, compassionate global leadership
Criterion B: Developing skills Teacher Published Descriptors Published Descriptors
0
0 You have not reached a standard described by any of the descriptors given below.
1 2
1 2 The student: i. demonstrates limited acquisition and development of the skills and techniques of the art form studied ii. demonstrates limited application of skills and techniques to create, perform and/or present art.
3 4
3 4 The student: i. demonstrates adequate acquisition and development of the skills and techniques of the art form studied ii. demonstrates adequate application of skills and techniques to create, perform and/or present art.
5 6
5 6 The student: i. demonstrates substantial acquisition and development of the skills and techniques of the art form studied ii. demonstrates substantial application of skills and techniques to create, perform and/or present art.
7 8
7 8
The student: i. demonstrates excellent acquisition and development of the skills and techniques of the art form studied ii. demonstrates excellent application of skills and techniques to create, perform and/or present art. Task-specific indicators:
Student reflections:
Teacher comments:
Inspiring ethical, respectful, compassionate global leadership
Inspiring ethical, respectful, compassionate global leadership Criterion C: Thinking creatively Student Teacher Published Descriptors
0
0 The student does not reach a standard described by any of the descriptors below.
1 2
1 2 The student: i. presents a limited outline of an artistic intention, which may lack clarity or feasibility ii. presents a limited outline of alternatives, perspectives, and imaginative solutions iii. demonstrates limited exploration of ideas through the developmental process, which may lack a point of realization.
3 4
3 4 The student: i. presents an adequate outline of a clear and/or feasible artistic intention ii. presents an adequate outline of alternatives, perspectives, and imaginative solutions iii. demonstrates adequate exploration of ideas through the developmental process to a point of realization.
5 6
5 6 The student: i. presents a substantial outline of a clear and feasible artistic intention ii. presents a substantial outline of alternatives, perspectives, and imaginative solutions iii. demonstrates substantial exploration of ideas through the developmental process to a point of realization.
7 8
7 8
The student: i. presents an excellent outline of a clear and feasible artistic intention ii. presents an excellent outline of alternatives, perspectives, and imaginative solutions iii. demonstrates excellent exploration of ideas through the developmental process to a point of realization. Task-specific
Student Reflections
Teacher comments
Inspiring ethical, respectful, compassionate global leadership
Criterion D: Responding Student Teacher Published Descriptors 0 0 The student does not reach a standard described by any of the descriptors below.
1 2
1 2 The student: i. presents a limited outline of connections and may transfer learning to new settings ii. creates a limited artistic response which is possibly inspired by the world around him or her iii. presents a limited evaluation of the artwork of self and others.
3 4
3 4 The student: i. presents an adequate outline of connections and occasionally transfers learning to new settings ii. creates an adequate artistic response which is occasionally inspired by the world around him or her iii. presents an adequate evaluation of the artwork of self and others.
5 6
5 6 The student: i. presents a substantial outline of connections and regularly transfers learning to new settings ii. creates a substantial artistic response which is regularly inspired by the world around him or her iii. presents a substantial evaluation of the artwork of self and others.
7 8
7 8
The student: i. presents an excellent outline of connections with depth and insight, and effectively transfers learning to new settings ii. creates an excellent artistic response which is effectively inspired by the world around him or her iii. presents an excellent evaluation of the artwork of self and others. Task-specific
