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High School Band Performance Task Assessment

Purpose: ​This performance task assessment is a summative assessment for 9-10 grade band
students. The purpose of this assessment will be to ​adhere to the National Arts Standards that
measure students’ ability to select and perform music at a high level. Analysis, synthesis, and
evaluation will be assessed. During this assessment, the teacher will ​monitor students’ ability to
select quality wind band repertoire, work to develop and perfect the repertoire throughout the
course of the week, and give a musical performance to their parents/guardians and relatives on
the final day. The results of this assessment will allow the teacher to evaluate the classes’
understanding of the process that goes into selecting quality repertoire and performing a piece of
music at a high level with proper technique. This assessment will take place near the end of the
semester to conclude our unit: ​Preparing for Performance​.

National Core Arts Standards:

● PR.4 - Select, analyze and interpret artistic work for presentation
● PR.5 - Develop and refine artistic techniques and work for presentation
● PR.6 - Convey meaning through the presentation of artistic work

Learning Targets Correlating Standard Day

I can characterize features of quality wind band PR.4 Day 1

repertoire

I can analyze a piece of music and use the PR.4 Day 1

appropriate terminology to explain specific
musical styles and approaches.

I can classify whether I am playing the melody, PR.4 Day 2

countermelody, or accompaniment.

I can distinguish the difference between proper PR.5 Day 2

playing posture and poor playing posture and
perform it correctly on my instrument.
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I can evaluate the notes, rhythms, and dynamics PR.5 Day 3 and 4
in a piece of music and perform them correctly
on my instrument.

I can assess whether I am playing my instrument PR.5 Day 4

with correct intonation or not.

I can perform the selected repertoire at a high PR.6 Day 5

level.
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Preparing for Performance

Overall Directions:

The unit: ​Preparing for Performance​ is an effective way to end our semester together
because the information learned during this unit will play a key role in establishing a
foundational understanding for the rest of your time as a high school musician. It’s important for
you to go through the process of selecting your own piece, analyzing it, refining it, and then
performing it. Not only are these important skills to have for the rest of your career as a high
school musician, but they can also be beneficial for those of you who decide to continue playing
after you graduate.
You will be assessed on your ability to prepare a performance through demonstrating
skills such as analysis, synthesis, and evaluation. This performance task assessment will last five
days, ​with the performance taking place on the fifth and final day.​ You will begin by selecting a
piece of music as a class. Then, as a class you will analyze and characterize your selected piece.
Next, you will analyze your own individual part with the help of your classmates, classifying
each section of the music into sections where you either have the melody, countermelody, or the
accompaniment.
You will also distinguish the difference between proper playing posture and poor playing
posture and then be able to perform it correctly on your instrument. Next, you will evaluate the
notes, rhythms, and dynamics in your individual part with the help of your classmates and
perform them correctly on your instrument. On the fourth day, we will work on intonation as a
class. You will assess whether or not you are playing with correct intonation on your
instruments. Finally, we will perform our selected piece for your family and friends on the fifth
and final day. Please refer to the R.A.F.T. guide below:

● Role - Musician - A person who plays a musical instrument.

● Audience - Parents/Guardians/Relatives - Your families!
● Format/Situation - A concert - A musical performance given in public, typically
by several performers or of several separate compositions.
● Task - You will make music with your classmates!

This formative/summative assessment does last five days, but do not worry! Each day is
clearly spelled out for you and you all are going to do great. Good luck and have fun making
music with your classmates!
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Day 1: Selecting and Analyzing a Piece 

(1 Hour) 
 
Learning Targets for Day 1
● I can characterize features of quality wind band repertoire
● I can analyze a piece of music and use the appropriate terminology to explain specific
musical styles and approaches.

Plan:
● What makes a piece of music “good”? (20 minutes)
● Selecting a piece (30 minutes)
● Distribute individual parts (10 minutes)

Materials:
● What makes a piece of music “good”?​ worksheet
● Selecting a piece ​worksheet
● Pencil and eraser

Checklist for Day 1

Completion Description

_______________ I completed the ​What makes a piece of music

“good”?​ worksheet and demonstrated an
ability to characterize and analyze features of
quality wind band repertoire

_______________ ​ orksheet
I completed the ​Selecting a piece w
and demonstrated an ability to characterize
features of quality repertoire and I voted in
the selection of the piece.

_______________ I picked up my individual part.

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Name___________________________

Date_______________

Hour ________

What Makes a Piece of Music “Good”?  

 
Directions:

There are thousands of pieces of music composed each and every year, but how do we select
which ones we are going to play? Throughout this unit, we’ve talked about several features that
make wind ensemble pieces high quality. To review, we’re going to share a few of these features
as a class. Be sure to list as many as you can in the space provided below!

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

We’ve also talked extensively throughout this unit about various musical terminology relating to
style, tempo, and dynamics. On your own, write down a few examples of musical styles, tempo
markings, and dynamics in the proper space provided below.

List at least 3 examples of musical styles that you might find marked in a piece of music.

________________________

________________________

________________________
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List at least 3 examples of tempo markings that you might find marked in a piece of music.

________________________

________________________

________________________

List at least 3 examples of dynamics that you might find marked in a piece of music.

________________________

________________________

________________________
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Name___________________________

Date_______________

Hour ________

Selecting a Piece 
 
Directions:

Now that we have talked about some of the features of quality repertoire as a class, it’s time to
select a piece for you to perform together on the final day of the assessment. Below is a list of 5
different wind ensemble pieces. Because we will only have 5 days to prepare for the
performance, all of these pieces are on the easier side. I am going to play recordings of each
piece for you to sit quietly and listen. On your own, characterize at least one “feature of quality
repertoire” that you hear and write it down in the space provided next to the title of each piece.

Pieces to select from:

1. Arabian Dances by Roland Barrett (3:15) Feature: __________________________

2. Autumn Rains by Patrick Roszell (3:17) Feature: ___________________________
3. Paradox by Michael Story (3:55) Feature: ___________________________
4. Highland Trace by William E. Moats (3:22) Feature: __________________________
5. Shenandoah by Robert Sheldon (2:54) Feature: ___________________________

As a class, we will vote on which piece we will perform on our final day. ​Write in your vote in
the blank provided below.

______________________________________________
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Day 2: Understanding Balance and Proper 

Playing Posture 
(1 Hour) 

Learning Targets for Day 2

● I can classify whether I am playing the melody, countermelody, or accompaniment.
● I can distinguish the difference between proper playing posture and poor playing posture
and perform it correctly on my instrument.
Plan:
● Ensemble balance (20 minutes)
● Proper playing posture (20 minutes)
● Peer observations (20 minutes)
Materials:
● Ensemble balance​ worksheet
● Proper playing posture​ worksheet
● Individual parts for our selected piece
● Pencil and eraser
● Instrument in proper playing condition

Checklist for Day 2

Completion Description

_______________ I completed the ​Ensemble Balance​ worksheet

and demonstrated an ability to classify
whether I am playing the melody,
countermelody, or accompaniment.

_______________ ​ orksheet
I completed the ​Proper Posture w
and demonstrated an ability to distinguish the
difference between proper playing posture
and poor playing posture.

_______________ I completed the peer observations and

demonstrated an ability to distinguish the
difference between proper playing posture
and poor playing posture when observing my
peers.
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Name___________________________

Date_______________

Hour ________

Ensemble Balance 
Directions:

Over the course of this unit, we have talked in class about the concept of playing with proper
balance while in an ensemble. To review these concepts and apply them to our new piece of
music, I am going to play a recording of our piece 3 times in total. While we listen, follow along
in your part and mark in each section where you have either the melody, countermelody, or the
accompaniment. ​Remember to always use a pencil when marking in your music in case you need
to erase a marking.

After the class has finished listening and everyone has their markings written in, write two
examples is the space below of a group of measures where you have the melody, countermelody,
or the accompaniment. Be sure to write the measure numbers and your instrument as well.

Example: measures 1-8 - melody - alto saxophone.

1. __________________________________________

2. __________________________________________

We have discussed in class which designation (melody, countermelody, or accompaniment)

should generally be the loudest and which should be the softest. Answer the following questions
in complete sentences.

1. Out of the three designations, melody, countermelody, or accompaniment, which should

generally be played the loudest?

________________________________

2. Out of the three designations, melody, countermelody, or accompaniment, which should

generally be played the softest?

________________________________
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Name___________________________

Date_______________

Hour ________

Proper Posture 
 
Directions: ​Throughout our rehearsals this year, I’ve talked about the importance of playing
with proper posture. We’ve also gone over various methods of making sure you are playing with
proper posture. List at least 3 methods in the space provided below. You may reference your
computers or peers for help if needed.

1. ___________________________

2. ___________________________

3. ___________________________

Write a check mark under the pictures where the instrumentalist is playing with proper posture. 

_____________________ _______________________ ______________________

Peer Observation:
Meet with your sections (all flutes together, all clarinets together. ect…) Take turns having one
player in each section simply play and hold out a concert Bb on their instrument. It is up to the
rest of the section to provide feedback to the player as to whether or not they are playing with
proper posture. If they are not, it is the job of the observers to correct any mistakes that they may
see.
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Day 3: Rehearsing the Piece 

(1 Hour) 
 
Learning Targets for Day 3
● I can evaluate the notes, rhythms, and dynamics in a piece of music and perform them
correctly on my instrument.
Plan:
● Notes/rhythm/dynamic activity in sections (40 minutes)
● Full ensemble rehearsal (20 minutes)

Materials:
● Learning the Music ​worksheet.
● Individual parts for our selected piece
● Pencil and eraser
● Instrument in proper playing condition

Checklist for Day 3

Completion Description

_______________ I completed the notes/rhythm/dynamic

activity and demonstrated an ability to
evaluate the notes, rhythms, and dynamics in
a piece of music and perform them correctly
on my instrument.

_______________ I participated in the full ensemble rehearsal

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Name___________________________

Date_______________

Hour ________
Learning the Music  
 
Directions: ​Today, we begin the process of rehearsing our selected piece on our instruments!
During our rehearsals this year, I have gone through the process of teaching notes, counting
rhythms, and emphasizing dynamics. Today, you will go through this process on your own, in
sections. First, review any tricky notes/fingering that you encounter in the piece. For this, you
may review your fingering charts that I handed out at the beginning of the year. Then, you will
count out and learn any difficult rhythms that you find. Remember our counting system that we
use in class. Finally, you will emphasize the dynamic markings that are in your parts. Use a
pencil to highlight them in whatever way works best for you so that you remember to play them.
Briefly playing through the piece as a section, making sure to review any difficult spots that you
may encounter. I will walk around to help as needed.

Toward the end of your rehearsal, write in a set of measure numbers below that your section
found to be difficult and explain why in complete sentences. Give two examples.

Example: Our section found measures 24-31 to be difficult because of the accidentals.

1. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

We will have 40 minutes to complete this activity. After the 40 minutes are up, we will meet
as an ensemble in the band room to rehearse the music together and attempt to run
through the piece a few times.
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Day 4: Correct Intonation and Continued 

Rehearsal 
(1 Hour) 
 
Learning Targets for Day 4
● I can evaluate the notes, rhythms, and dynamics in a piece of music and perform them
correctly on my instrument.
● I can assess whether I am playing my instrument with correct intonation or not.
Plan:
● Intonation worksheet (30 minutes)
● Full ensemble rehearsal - final run throughs (30 minutes)
Materials:
● Intonation w​ orksheet.
● Individual parts for our selected piece
● Pencil and eraser
● Instrument in proper playing condition

Checklist for Day 4

Completion Description

_______________ I completed the ​Intonation​ worksheet and

demonstrated an ability to assess whether I
am playing my instrument with correct
intonation or not

_______________ I participated in the full ensemble rehearsal

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Name___________________________

Date_______________

Hour ________
Intonation
Directions: ​Throughout this unit, we have discussed in class how to play with proper intonation.
We’ve also talked about how to recognize when your intonation is not correct. In the space
provided below, list the primary item that we as musicians can hear when we are not playing in
tune.

_____________________________________________

Each instrument has certain notes that don’t quite play in tune the way that we went them to.
They require some adjustments in order to be in tune. In the space provided below list the name
of your instrument. Then list 3 “problem notes” on your instrument and describe the
corresponding fingering adjustments. Keep in mind that they are different for each instrument.
Try to complete this on your own, but I will be available for help if needed.

Example: On the alto saxophone, middle C# tends to be quite flat. To fix it, put down the octave
key and the G key to raise the pitch.

Name of instrument: ____________________

1. ________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

We will have 30 minutes to complete this activity. After the 30 minutes are up, we will meet
as an ensemble in the band room to rehearse the music together and attempt to run
through the piece for the final time before our performance tomorrow.
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Day 5: The Performance

Throughout the course of this week, we have worked on preparing a piece of music for a
performance. I have sent out emails and letters to all of your families notifying them of this
concert. Now comes the fun part, getting to perform! Today we will take the stage at 2:15 in our
auditorium. After you arrive in class at 2:00, use the first 15 minutes of the class period to get
your music, put your instruments together, and set up on stage in the auditorium. Chairs, music
stands, and percussion equipment will already be ready to go on the stage.
Again, at 2:15pm you must be on stage, in your seating order, and ready to go with
your instrument and music. ​At 2:15, I will come out on stage and talk to the audience for a
little bit about the project that we have been working on throughout the past 5 days. I will also
introduce the piece that we will be performing. We will then do a brief group warm up, and then
we will play our piece. After we perform, you may go back into the band room, put your things
away, and complete the ​self reflection ​worksheets that will be located at the front of the room.
Congratulations again on all of your hard work throughout this project!

Plan:
● 2:00pm - Get your instruments and music ready, warmup, and head to the stage
● 2:15pm - Performance
● 2:30pm - Self reflections in the band room
Materials needed for the performance:
● Individual parts for our selected piece
● Pencil and eraser
● Instrument in proper playing condition
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Self Reflections 
 
Directions: ​On your own, write down some thoughts about how you think this performance
went. You will be asked to list some things that you thought went well and you will be asked to
list some things that you thought could have gone better. Use complete sentences and be specific.

1. Talk about at least 2 things that you felt went well during the performance. Be specific
and use complete sentences.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 
2. Talk about at least 2 things that you felt could have gone better. Be specific and use
complete sentences

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 
 
 
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Analytical Rubric for the Performance

Performance Criteria

Points Posture Note Rhythm Intonation Balance

Accuracy

10 I played my I played I played I played I listed

instrument every note on every rhythm every note around the
using a the page on the page with the ensemble and
relaxed, correctly in time, with correct played with
tension free, during the the intonation. correct
and upright performance conductor. balance
posture. using the throughout
correct the entire
fingering performance

5 I played my I played 3-5 I played 3-5 I had 3-5 I did a

instrument incorrect incorrect instances of mediocre job
using a notes during rhythms incorrect of listening
posture that the during the intonation around the
was performance performance during the ensemble and
somewhat using and played performance playing with
relaxed, incorrect somewhat in proper
tension free, fingerings. time with the balance
and upright. conductor

1 I played my I played more I played more I had 10 or I did a

instrument than 10 than 10 more substandard
using a incorrect incorrect instances of job of
posture that notes during rhythms incorrect listening
was very the during the intonation around the
tense and performance performance during the ensemble and
hunched using and did not performance playing with
over. incorrect play in time proper
fingerings. with the balance
conductor at
all