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Pop Song Assignment - Grade 8 
Pop Song Assignment - Grade 8
1) Music Video: make a music video of the song. Include Dancing or movement, acting and choose or create sets. Be sure to have at least one student sing along to the song. 2) Design a CD cover for this song, or for another song that is teacher approved. 3) Interview with the Star: Use the internet to find out information about Avril Lavigne. Do a mock radio or MTV interview with Avril. 4) St. Sebastian Idol: Perform the song. Sing the song alone or with a group.
Rubric Code: QX6B6W7
By michaelhauber
Ready to use
Public Rubric
Subject: Music  
Type: Presentation  
Grade Levels: 6-8

Powered by iRubric Pop Song Assignment
Choice #:
  Level 1

Limited

(N/A)

Level 2

Some

(N/A)

Level 3

Considerable

(N/A)

Level 4

Thorough

(N/A)

Knowledge and Understanding

-Knowledge of content (facts, terms, definitions, structures, etc.)
- Understanding of content (concepts, ideas, procedures, themes, relationships among elements, etc)
Level 1

- demonstrates limited knowledge of the song/artist
- demonstrates limited understanding of the song's meaning or artist's life
Level 2

- demonstrates some knowledge of the song/artist
- demonstrates some understanding of the song's meaning or artist's life
Level 3

- demonstrates considerable knowledge of the song/artist
- demonstrates considerable understanding of the song's meaning or artist's life
Level 4

- demonstrates thorough knowledge of the song/artist
- demonstrates thorough understanding of the song's meaning or artist's life
Thinking

- Use of planning skills (generating ideas, gathering information, focusing research, outlining, organization of music project, etc.)
- Use of processing skils ( analysing, evaluationg, inferring, interpreting, etc.)
- Use of cirtical/creative thinking process ( creative and analytical process, design process, exploration of musical elements, etc.)
Level 1

- uses planning skills with limited effectiveness
- uses processing skills with limited effectiveness and does not interpret the meanig of song correctly
- uses critical/creative thinking processes with limited effectiveness
Level 2

- uses planning skills with some effectiveness
- uses processing skills with some effectiveness and does not completely interpret the meanig of song correctly
- uses critical/creative thinking processes with some effectiveness
Level 3

- uses planning skills with considerable effectiveness
- uses processing skills with considerable effectiveness and interprets the meanig of song correctly
- uses critical/creative thinking processes with considerable effectiveness
Level 4

- uses planning skills with thorough effectiveness
- uses processing skills with thorough effectiveness and interprets the meanig of song correctly
- uses critical/creative thinking processes with thorough effectiveness
Communication

- Expression and organization of ideas and understandings in music, oral or written forms
- Communication for different audiences
- Use of conventions in music
Level 1

- choice of project expresses and organizes ideas and understandings with limited effectiveness
- project communicates for intended audience with limited effectiveness
- uses conventions, vocabulary and terminology of music with limited effectiveness
Level 2

- choice of project expresses and organizes ideas and understandings with some effectiveness
- project communicates for intended audience with some effectiveness
- uses conventions, vocabulary and terminology of music with some effectiveness
Level 3

- choice of project expresses and organizes ideas and understandings with considerable effectiveness
- project communicates for intended audience with considerable effectiveness
- uses conventions, vocabulary and terminology of music with considerable effectiveness
Level 4

- choice of project expresses and organizes ideas and understandings with thorough effectiveness
- project communicates for intended audience with thorough effectiveness
- uses conventions, vocabulary and terminology of music with thorough effectiveness
Application

- Application of knowledge and skills in familiar contexts (concepts, strategies, processes, techniques)
- Transfer of knowledge and skills in new contexts (work with stylistic variation, original composition, student-led creation, etc.)
- Making connections within and between various contexts ( e.g. between the arts, between the arts and personal experiences and the world, between the arts and other subjects)
Level 1

- student applies concepts, strategies, processes and techniques in familiar contexts with limited effectiveness
- transfers knowledge and skills to new contexts with limited effectiveness
- makes connections within and bewteen contexts with limited effectiveness
Level 2

- student applies concepts, strategies, processes and techniques in familiar contexts with some effectiveness
- transfers knowledge and skills to new contexts with some effectiveness
- makes connections within and bewteen contexts with some effectiveness
Level 3

- student applies concepts, strategies, processes and techniques in familiar contexts with considerable effectiveness
- transfers knowledge and skills to new contexts with considerable effectiveness
- makes connections within and bewteen contexts with considerable effectiveness
Level 4

- student applies concepts, strategies, processes and techniques in familiar contexts with thorough effectiveness
- transfers knowledge and skills to new contexts with thorough effectiveness
- makes connections within and bewteen contexts with thorough effectiveness




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