GRAPE for Debuting Your Sound Performance Task

What understandings or standards will be assessed through this task?

-Students will understand that sound energy uses vibrations to travel through media.
-Students will understand how the parts of a longitudinal and transverse wave help
describe certain aspects of a sound and light wave (amplitude and pitch are directly
related to the energy in a sound wave)
-Students will diagram a sound wave and its parts.
GPS- S8P4. Students will explore the wave nature of sound and electromagnetic
radiation.
d. Describe how the behavior of waves is affected by medium (such as air, water, solids).
f. Diagram the parts of the wave and explain how the parts are affected by changes in
amplitude and pitch.
TAG- Creative Thinking & Creative Problem Solving Skills
1. The student questions accepted practices, rules, and existing principles to discover new
knowledge.
2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to
when problem solving (e.g., recognizes problems, defines problems, identifies possible
solutions, selects optimal solution, implements solution, and evaluates solution).
6. The student, independently or through collaboration with classmates, clarifies,
illustrates, or elaborates on an idea for product improvement.
What criteria are implied in the standards regardless of task specifics?
-Students must understand what amplitude and pitch are prior to this task.
-Students must understand that sound energy travels through a compressional wave.
-Students must realize that sound travels through different types of media using
vibrations.
What qualities must student work demonstrate to signify that standards were met?
-Students must adapt innovative strategies while completing each task.
-Students collaborate to create ideas for the product.
-Students must question original understandings.
-Students must correctly diagram parts of a sound wave and explain how sound travels
from their instrument to their ears.
-Students must include three original instruments (one per group member) using
household materials in which sound can be played.
-Students must include a thirty second to one minute recording of the instrument being
played.

-Students must also include in their recording, a one to two minute summary of how your
instruments were constructed and persuasively state how they can be easily changed to
reach various notes.
-Students must draw or produce a computer generated blueprint of the instruments with a
detailed explanation of the purpose of using the materials chosen.
- Students must create a cd cover featuring the instruments and the group members.
GRAPE: Through what authentic performance task will students demonstrate
understanding?
Goal:
Your task is to create original instruments that can produce a new appealing
sound. The radio competition requires that musicians send the judges a thirtysecond to one-minute audition tape and 1-2 minute overview of how your
instruments were constructed and how they can be adjusted to reach a variety of
notes.
The goal is to win the Innovative Musicians Award for the best instrumental piece
and have your music featured on the 108.9 SCI radio station.
The problem or challenge is to create instruments from household objects that can
be easily adjusted to reach a variety of notes.
The obstacles to overcome are making instruments that can reach a variety of
notes.
Role:
You and your group are enthusiastic and aspiring musicians with creative
instruments looking for your big break on the SCI radio.
You have been asked to construct instruments that can reach a variety of notes
using only household objects.
Your job is to enter the contest with your unique instruments and show off your
creative abilities and win the Innovative Musicians Award contest.
Audience:
Your clients are the 108.9 SCI radio host and judges for the Innovative Musicians
Award contest.
The target audience is the radio host, judges, and the radio listeners.
You need to convince the radio host and judges that your instruments are the most
creative and have the ability to produce new sound that can reach a variety of
notes.
Situation:
The context you find yourself in is a 108.9 SCI radio station contest competing
for the Innovative Musicians Award and your music played on the radio.
The challenge involves dealing with household objects to create the instruments
and a small group to create your new sound.
Product, Performance, and Purpose:

You will create a diagram that demonstrates how the sound is created from your
musical instrument, moves through media, and is heard by your ears. For each
instrument, create a drawing of the instrument using measurements to help
explain how each instrument produces sound and/or pitch. These drawings should
be the blueprints to create your instruments. You must also explain the reasons for
the materials you choose to create your instruments. You will then create your
instruments using your drawings. If your instrument needs modification, include
your changes on your drawings to record your process. Before your performance,
you will need to create a 1-2 minute video explaining your process. Why were the
instruments selected? How were they made? How do the instruments produce a
variety of sounds (reach a variety of notes)? The audition tape of your new sound
must be thirty seconds to a minute long displaying the range of notes that your
instrument can produce. Finally, you will need to create a cd cover to represent
your musical talents should you win the contest and become a hit. The cover
should include images of your group and your innovative instruments.
You need to develop instruments that can reach a variety of notes so that you can
visualize the change in the wave can impact the sound it can produce.

Expectations (Criteria for Success):

Your performance needs to demonstrate your understanding of sounds movement
through vibrations in media by creating innovative instruments using household
objects.
Your work will be judged by your ability to explain the movement of sound
through your newly constructed instruments and how this relates to the parts of a
sound wave.
Your product must meet the following standards:

GPS-S8P4. Students will explore the wave nature of sound and electromagnetic
radiation.
d. Describe how the behavior of waves is affected by medium (such as air, water,
solids).
e. Relate the properties of sound to everyday experiences.
f. Diagram the parts of the wave and explain how the parts are affected by
changes in amplitude and pitch.
TAG- Creative Thinking & Creative Problem Solving Skills
1. The student questions accepted practices, rules, and existing principles to
discover new knowledge.
2. The student designs, applies, evaluates, and adapts a variety of innovative
strategies to when problem solving (e.g., recognizes problems, defines problems,
identifies possible solutions, selects optimal solution, implements solution, and
evaluates solution).
6. The student, independently or through collaboration with classmates, clarifies,
illustrates, or elaborates on an idea for product improvement.
A successful result will mean that you have mastered the standards indicated
above.

Adapted from McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional

development workbook. ASCD: Alexandria, VA
Debuting Your Sound
(Performance Task)
You can picture it now: fans screaming your name, people begging for your picture and
autograph, and your innovative new sound blaring from the radio. Finally, you have the
opportunity to turn that dream into a reality. SCI 108.9 is coming to your town, offering
you and your friends a shot at competition to win the Innovative Musicians Award and
your music featured on the radio. Enter the competition and try your chances at making it
to the top of the charts!
All entries must abide by the following rules/guidelines:
1. All group members must use instruments made solely from household items and
reach a variety of notes.
2. You will create a diagram that demonstrates how the sound is created from your
musical instrument, moves through different media, and is heard by your ears.
3. For each instrument, create a drawing of the instrument using measurements to
help explain how each instrument produces sound and/or pitch. These drawings
should be the blueprints to create your instruments. If your instrument needs
modification, include your changes on your drawings to record your process.
4. Before your performance, you will need to create a 1-2 minute video explaining
your process. Why were the instruments selected? How were they made? How do
the instruments produce a variety of sounds (reach a variety of notes)?
5. The audition tape of your new sound must be thirty seconds to a minute long. This
must display the range of notes that your instrument can produce.
6. Finally, you will need to create a cd cover to represent your musical talents should
you win the contest and become a hit. The cover should include images of your
group and your innovative instruments.

Debuting Your Sound Rubric

Students will be able to:
GPS- S8P4. Students will explore the wave nature of sound and electromagnetic
radiation.
d. Describe how the behavior of waves is affected by medium (such as air, water, solids).
f. Diagram the parts of the wave and explain how the parts are affected by changes in
amplitude and pitch.
TAG- Creative Thinking & Creative Problem Solving Skills
1. The student questions accepted practices, rules, and existing principles to discover new
knowledge.
2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to
when problem solving (e.g., recognizes problems, defines problems, identifies possible
solutions, selects optimal solution, implements solution, and evaluates solution).
6. The student, independently or through collaboration with classmates, clarifies,
illustrates, or elaborates on an idea for product improvement.
Criteria

Below the
Standard

Approaching
the Standard

Meets the
Standard

Exceeds the
Standard

Diagraming
Sound
through
Media

The diagram
is not
present/does
not include
the correct
path of travel
made from the
instrument to
the ear.

The diagram
included strays
from correct
path of travel of
the sound wave
from the
instrument to
the ear.

The diagram
includes the
correct path
of travel
through
media from
the
instrument to
the ear.

The diagram
includes the
correct path of
travel through
various
examples of
media on a
particle level
from the
instrument to
the ear
featuring a
compressional
sound wave.

0-4 pts
The blueprint
is not present/
does not show

5-8 pts
The blueprint
depicts
measurements

9-11 pts
The blueprint
depicts the
measurement

12-15 pts
The blueprint
depicts the
measurement

Standard
S8P4-DF
TAG Creative
Thinking &
Creative Problem
Solving (1,2,6)

Instrument
Blueprint

Total
Points
Earned

Standard
S8P4-F
TAG Creative
Thinking &
Creative Problem
Solving (1,2,6)

Explanation
of Process
Standard
S8P4-DF
TAG Creative
Thinking &
Creative Problem
Solving (1,2,6)

Audition Tape
Standard
S8P4- F
TAG Creative
Thinking &
Creative Problem
Solving (1,2,6)

the
relationship
between the
measurements
of the
instrument to
the pitch of
the sound
wave.

of the parts of
the instrument,
yet the
relationship
between them
and the pitch
contains errors.

of the parts of
the
instrument
and the effect
on sound
waves
produced
regarding
pitch.

of the parts of
the instrument
and the effect
on the sound
wave in terms
of amplitude
and pitch. The
reasoning for
this
relationship in
terms of
energy
involved and
pitch of each
note produced
is
demonstrated.

0-5 pts
Explanation is
not present/ is
missing
reasoning for
choosing
certain
materials/cons
truction/ note
variation.

6-10 pts
Explanation
includes the
reasoning
behind material
choice,
construction
and note
variation, but
does not refer
to sound wave
behavior.

11-15 pts
Explanation
provides
evidence of
sound wave
behavior in
media to
reinforce the
choice of
materials,
construction
and note
variation.

16-20 pts
Sound wave
properties in
media,
particles,
energy, and
parts of a
wave are
correctly used
to reinforce
reasoning
behind
instrument
materials,
construction
and note
variation.

0-5 pts
Audition tape
is not present/
instrument
does not
produce
sound.

6-10 pts
Instrument does
not allow for a
note change to
occur.

11-15 pts
A variety of
notes have
been
demonstrated
by each
instrument.

16-20 pts
All
instruments
demonstrate
note
progression in
the recorded
demonstration
and a
distinguishabl

e melody is
evident.

Instrument
Standard
S8P4- D
TAG Creative
Thinking &
Creative Problem
Solving (1,2,6)

Visual Display
Standard
S8P4-D
TAG Creative
Thinking &
Creative Problem
Solving (1,2,6)

0-2 pts

3-5 pts

6-8 pts

9-12 pts

Instruments
created does
not match the
Instrument
Blueprint/ is
not made
from
household
materials.

Instruments are
loosely based
upon the
Instrument
Blueprint, yet
modifications
were not
recorded.
Household
materials were
used for each
instrument.

Instruments
are based
upon the
Instrument
Blueprint and
made with
household
materials.

Instruments
are based
upon the
Instrument
Blueprint and
made with
household
materials.
Each
instrument has
more than one
way to
produce a
variety of
notes.

0-4 pts
Cd Cover is
missing/ does
not include
one of
elements
needed: group
members,
instruments,
or group
name.

5-8 pts
Cd Cover
includes a
display of the
group
members,
instruments
used, and a
group name,
yet the display
lacks creativity.

9-11 pts
Cd Cover
includes an
attractive
display of
group
members,
instruments
used, and a
group name.

12-15 pts
Cd Cover
includes an
attractive
display of
group
members,
innovative
instruments
used and an
relevant group
name that
relates to the
new sound
that the
instruments
produce.

0-2 pts

3-5 pts

6-8 pts

9-11 pts

Comments:

Total
Score
/93=
____%