End of the Unit Assessments

Student Self Assessment

At the end of the unit before the performance T will group a few students from each section into a small
group for a performance. T will then pair groups up and call them neighbor groups
While one group is performing their neighbor group will have this assessment sheet.

Student Peer Assessment

Name:__________________
Neighbor group number:
Your group number:

What was the strength of this group? This could be their dynamics, independency from the other parts,
pitch or rhythm accuracy, or facials

Think of yourself as the teacher, what is one thing you could help this group improve on and how would
you go about helping them?

In one to two sentences describe how their performance made you feel. Did they engage you as an
audience member? Make you feel happy? Sad?
 Unit Exam

Name:____________________
1. What language is Tshotsoloza written in?
Zulu
2. In one to two sentences what is the English translation of this piece?
Its about freedom and a train coming and taking the Zulu people away from slavery and to
freedom.
3. List one fact you learned about the Zulu people and their culture (hint: think back to your journal
entries)
This could be a fact they had written in their journal entry

4. What musical form is Tshotoloza?

a. AB form
b. ABA form
c. ABBA form

5. On the staff below write one of the syncopations found in Tshotoloza. Make sure to write in your
counts below as well

6. Listen to the following example and write and notate the rhythm the excerpt will be played three
times. It will be in 4/4 time and one measure long.

7. Compare/Contrast your culture with the culture of the Zulu people. This should be four to five
complete sentences in length and include at least two fact about the Zulu peoples culture.

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8. Write in the solfege for the following example. (Hint the key is G major)