Accuracy of pitch and rhythm including evidence of close attention to performing and expressive detail 6 –5 Excellent accuracy of pitch and rhythm with.

Slides:



Advertisements
Similar presentations
Know: Where the notes are of a stave as well as flats & neutrals Be able to: Decode and perform the melody for chim chim cheree Understand: The feel of.
Advertisements

Can You Handle Them Music Rubrics. ARTICULATION ACCURACY AND CLARITY DOES NOT MEET THE STANDARD NEARLY MEETS THE STANDARD MEETS THE STANDARD EXCEEDS THE.
Chapter 2: Rhythm and Pitch
Quick and Easy Ways to Assess while Supporting, Not Interrupting, Your Performance and Rehearsal Agenda.
GA Writing Assessment 5 th Grade – March 2, minutes Use #2 pencil Writing booklet provided.
Rubrics. A) Pitch Accuracy ___10 all pitches accurate ___ 8 most pitches accurate (1-2 mistakes) ___6 many pitches accurate (3-4 mistakes) ___4 numerous.
UFCEXR-20-1Multimedia Sound Production An Introduction to Using Logic Studio.
V-Cert Music Technology
Understanding 20th and 21st Century
1 Project Management Principles Coursework Assignment: Things to pay attention to, for the report and the oral presentation...
KNOW: A minor scale SHOW: You can insert notes into Cubase COMPOSE: A diatonic chord sequence Step by step guide to composing A* - C grade songs. It’s.
WHAT IS RHYTHM? it is the beat, life and pulse of music.
Creating Soundtracks and more with GarageBand. Timeline Track HeaderTrack Mixer Transport Controls Instrument Fx & Loop Browser Time display/tuner Master.
Unit B353: The Creative Task
Unit 5 – Planning your project. Using Microsoft Project. 1)Create a task list. Set up timings, predecessors etc. 2)Create resource list – Members of group.
Know: What sharps and ties are Be able to: Play the first verse of Chasing cars Understand: Pitch on a keyboard / piano Starter: Sing the verse and chorus.
Next step is to consider a range of possible careers. Log on to this website and register. Work your way through the In your last careers.
Writing. Academic Writing Allow about 20 minutes In TASK 1 candidates are presented with a graph, table,chart or diagram and are asked to describe, summarise.
Know: What a ‘hook’ is. Be able to: Decode the main hook from Kids by MGMT. Starter: Work out the riff by ear. Understand: How to play and record into.
Unit 2 Note Values, Measures, Time signatures
Stage 6. 2.Select the track you want to give a timbre to. 3.Make sure this says HALion 4.Click here and search for an instrument that sounds closest to.
Stage 4 Punch in the counter melody. Starter 2: Use this slide and the decoder to decode both counter melodies. C is to the left -
PODCASTING with Garage Band Getting Started Sandra Doran, Ed.D.
Creating a Podcast using GarageBand Symphonic Band Project: An Introduction to Musical Instruments.
Controlled Assessment Unit - CAU Investigative Skills Assessment - ISA 7 ISA section 2 exam – Additional / Separate Science Section 2 Exam: Up to 50 minutes.
Learning Objectives This section of the course prepares you to: This section of the course prepares you to: Perform music with a new key signature.
Know: What a ‘hook’ is. Be able to: Decode the main hook from Kids by MGMT. Starter: Work out the riff by ear. Understand: How to play and record into.
Hook Stage 1 Know: What a ‘hook’ is.
Higher RP3a [Technology]
Aims of the Day To support teachers, lecturers and assessors in their understanding of national standards for external assessment in Dance at both National.
How to revise for music Instruments, terms, theory, typical features of rhythm, harmony, structure and melody.
Stage 6 Be able to: Add in the vocals and vocal harmonies
The final layer uses a swirling pad timbre to play block chords
Chapter 2: Rhythm and Pitch
Understanding Standards National 5 and Higher Course Event
Hook Stage 1 Know: What a ‘hook’ is.
Understanding Standards: Advanced Higher Event
Performing and rehearsing
The Smarter Balanced Assessment Consortium
System Design Ashima Wadhwa.
Fairmont Park Baptist Church Technical Support Ministry
PowerPoint Activity 5: To Be Determined…
Using Music to Teach Creativity Creatively
The Smarter Balanced Assessment Consortium
National Curriculum Requirements of Music at Key Stage 1
Weaving Music Knowledge, Skills and Understanding into the new National Curriculum Key Stage 1: Music Forest Academy.
How to revise for music Instruments, terms, theory, typical features of rhythm, harmony, structure and melody.
Music Year 7 learning cycles 1-4
Garage Band By the end of this topic you will:
SVQ Business and Administration Network Event 2016
Introduction Welcome to MyTunes You will learn to make
The concerto through time: Romantic edition
SVQ Business and Administration Network Event 2017
Beat-Bassline Track Welcome back to MyTunes!
The Smarter Balanced Assessment Consortium
MODULE 7 Microsoft Access 2010
Extended Essay General Rubric.
The Smarter Balanced Assessment Consortium
Revision Exemplar scripts LO. Be examiners!
Advanced Higher Textual analysis.
The Smarter Balanced Assessment Consortium
AICT5 – eProject Project Planning for ICT
MEST2: The Evaluation.
MAINTAINING FILES AND CUSTOMIZING WINDOWS Section 2
Megan Smoot 4th Quarter Project 5/1/19
MUSIC.
Understanding Standards An overview of course assessment
AGS A Level 20 marker Feedback sheet
Understanding Standards: An overview of course assessment
Presentation transcript:

Accuracy of pitch and rhythm including evidence of close attention to performing and expressive detail 6 –5 Excellent accuracy of pitch and rhythm with close attention to all performing and expressive details, resulting in a musically satisfying performance. 4 –3 There are a few minor slips which will increase and may impinge upon fluency at the lower mark. Articulation, phrasing and use of shading is largely successful. 2 –1 More significant errors for the upper mark and significant lapses for the lower; there are inconsistencies in the application of performing and expressive detail at the top of this band while, at the bottom, the recording is characterised by a lack of attention to articulation, phrasing and tempo. 0 The candidate’s work shows no evidence of the skills being assessed. Care taken to ensure a good balance 6 –5 An excellent sense of balance throughout the recording. 4 –3 Occasional miscalculations of balance where 4 is awarded, increasing to include some sections of poor balance where 3 is awarded. 2 –1 Generally poor balance: 2 will be awarded where important features are unclear; 1 where most of the detail is obscured. 0 The candidate’s work shows no evidence of the skills being assessed. Technology- based Performance Out of 30 marks

Use of an appropriate dynamic range 6 –5 Excellent management of dynamics in ways completely appropriate to the music. 4 –3 Occasional miscalculations of dynamic with 3 awarded where there are sections in which the dynamic range is miscalculated and/or very limited. 2 –1 Often inappropriate choice/use of dynamics which adversely affect the impact of large sections of the recorded performance. 0 The candidate’s work shows no evidence of the skills being assessed. Use of panning to obtain a clear recording and, where necessary, to separate sounds that utilise similar frequency ranges 6 –5 Judicious use of panning to gain a clear and effective recording. 4 –3 Some evidence of use of panning though, for the lower mark, the panning is less clear and less effective. 2 –1 Little or no evidence of the use of panning to obtain a clear recording. 0 The candidate’s work shows no evidence of the skills being assessed. Awareness of style required including use of effects where appropriate, such as reverb and delay 6 –5 Complete awareness of the stylistic requirements of the music with appropriate use of effects throughout the performance. 4 –3 For the upper mark, the required style is broadly in evidence and effects are used generally well, though with occasional miscalculations; at the lower mark, there is inconsistency in achieving the required style and sections where effects are misjudged or lacking. 2 –1 The performance of the music is basic with little or no sense of the required style. There is little or inappropriate use of effects. 0 The candidate’s work shows no evidence of the skills being assessed.

Stage 1 Play the hook live Jade Englert – A* Original

DECODE & PLAY THE HOOK C is to the left - Virtual Keyboard - ?#? ??A? ? ??A? Key signature: The sharps F, C and G. So every time we see F, C or G we play F#, C# and G# instead. Tempo: This tells us that the tempo is 122 beats per minute.

Task 1: Open Cubase

1.Select MORE 2.Select EMPTY 3.Select CREATE Task 2: Record the hook in real time using Cubase.

1.Right mouse click here 2.Select ADD INSTRUMENT TRACK 3.Click here 4.Click here 5.Click here6.Click here

Click here To access instruments Search for the sound you want by Typing Or Scrolling

The Transport Bar To Start To End Loop Stop Play Auto quantise 1.Turn the metronome on. 2.Press the record button, wait for the 8 bar count in, and then play the hook.