Creating Music Using 5-Tone Scale

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In music theory, a scale is any set of musical notes ordered by fundamental frequency or pitch.

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Outline

Creating Music Using 5-Tone (Pentatonic) Scale

Pre- assessment for 22 students

5 high achievers receive differentiated instructions

Step1

a) Two students will work together to create a 16-beat melody on the xylophone. b) One student will create an ostinato (a 4-beat melody pattern that repeats until the 16th beat.c) Another student will create a bordun (a 4-beat pattern using only “do” and “so” of the pentatonic scale) on the bass xylophone.d) Still another student will create an 8-beat pattern on the Glockenspiel

Upon completion of step 1, formative assessment will be conducted

Step 2

All the students will write down their parts (first, they write down the rhythm patterns, then they notate the solfege under them) on the work sheet and show to the teacher.

Upon completion of step 2, summative assessment will be conducted

Step 3

5 students will play together all their parts, keeping a steady pulse and work on blending their parts into a fine-tuned performance. The teacher will finally listen to the performance and assess if the students have met the standard.

Standard-based assessment

12 students with some knowledge receive differentiated instructions

Step 1

With All students will individually create an 8-beat melody. The teacher will assess their work individually after that.

Upon completion of step 1, formative assessment will be conducted

Step 2

Those who can play fluently will continue with another 8 beats to complete the assignment, and then write down their composed work on the worksheet. For those who need more practice, the teacher will demonstrate briefly and ask the students to try again and then play to their peers while the teacher works with other groups.

Upon completion of step 2, students conduct peer evaluation

Step 3

Those who are making 16 beat melody can now write down their melodies and later, with teacher help, group themselves to play different parts like the high achievers while the teacher checks on group of students who just finished playing their 8- beat melody. If the second group succeeds in playing their 8-beat pattern now, they can proceed to the next 8 beat, and then write down their melodies.

Standard based assessment

5 students with limited knowledge receive differentiated instructions

Step 1

The teacher will sit in front of these students, practice with them the “I play, you play” approach on the xylophones. She plays four beats, the students will first echo four beats, and then make up their own.

Upon completion of step 1, formative assessment will be conducted

Step 2

Two students will pair up and play a “call and response”, whereby one student plays a four-beat pattern, the other echoes. The teacher will come round and listen to them and give feedback.

Upon completion of step 2, formative assessment will be conducted

Step 3

The students will learn to continue with creating 8-beat melody pattern after practicing step 1 and 2. Due to their limitations, these students will only create a 8 beat melody for their assignments.

Standard-based assessment