6th Grade Choir Skills Assessment

(Pre-Test)

Name _____________________ Bell _______

Directions: Fill in the correct answer on your Scantron sheet. This sheet will not be
graded. This is only a pre-test, so just try your best!

1. Which one is a quarter note?

a.

b.

c.

d.

2. How many beats does a quarter note usually last?

a. 1
b. 2
c. 3
d. 4

3. Which one is a half note?

a.

b.

c.
 d.

4. How many beats does a half note usually last?

a. 1
b. 2
c. 3
d. 4

5. Which one is a pair of eighth notes?

a.

b.

c.

d.

5. How many sounds do a pair of eighth notes make?

a. 1
b. 2
c. 3
d. 4

6. Which one is a whole note?

a.

b.

c.

d.

7. How many beats does a whole note usually last?

a. 1
 b. 2
c. 3
d. 4

8. What is this symbol called?

a. Flat
b. Rest
c. Sharp
d. Clef

9. What does is this symbol called? 4/4

a. Fraction
b. Beat
c. Number Sign
d. Time signature

10. The music staff is made up of:

a. 9 lines, 6 spaces
b. 5 lines, 4 spaces
c. 6 lines, no spaces
d. 6 teachers

11. How many beats long is a whole note?

a. 4
b. 3
c. 2
d. 1

12. In music f stands for……

a. Funny
b. Fortunate
c. Fast
d. Forte
13. The word piano means……
a. Hard
b. Loud
c. Soft
d. Short
14. Which is the highest voice?
a. Bass
b. Tenor
c. Alto
d. Soprano

15. Which rhythm do you hear?

a.

b.

c.

d.

16. Which rhythm do you hear?

a.

b.
 c.

d.

17. Which direction is the melody traveling?

a. Up
b. Down
c. Stays the Same

18. Which direction is the melody traveling?

a. Up
b. Down
c. Stays the same

19. How many notes are in an octave scale?

a. 2
b. 4
c. 6
d. 8

20. In music if you see a sharp ( ) it means you should….

a. Make the note higher
b. Make the note lower
c. Make the note longer
d. Make the note shorter

21. In music if you see a flat ( ) it means you should…..

a. Make the note higher
b. Make the note lower
c. Make the note longer
d. Make the note shorter
22. These symbols ( ) mean you should……
a. Go back to the beginning
b. Skip what’s between them
c. Repeat what’s between them
d. None of the above

23. This ( ) is called a “G” clef and is also called…..

a. Bass clef
b. Tenor clef
c. Alto clef
d. Treble clef

24. The name of this note is

a. F
b. A
c. C
d. E
Name ______________________________ Bell ____
 Choir 6 – Musical Scavenger Hunt #1
Name ______________________________ Date __________ Bell
______

Use the photo-copied piece of music to complete the

directions.

1. For each system place a star next to the beginning of

part 2.

2. For each system place an x next to the beginning of

part 1.

3. Draw the musical symbol that you see at measure 59.

_________

4. To what page should you turn when you get there?

_____

5. Above measure 67 is the abbreviation cresc. What does

that mean you should do? _____________________________

6. What is the last word part one sings on page 7?

______________

7. How many systems are there are page 8? _________

8. How many measures long is the CODA ? _______

9. Where should you go when you see the phrase D.S. al

Coda? _______
 10. At measure 59 what are the directions for how
part two should be singing?
____________________________________
* This quiz was used with “Elijah Rock!” 2-pt edition. Arr.
Roger Emerson, 1998 Hal Leonard

The Name Game

Materials Needed: crayons or markers (one per student),

various colors of construction paper.

Procedure:

1. Divide class into groups of 4 and pass out

construction paper and crayons/markers.

2. Students will write their first names on a piece of

construction paper and as a group decide on an
order in which to rhythmically perform their
names. They may add body percussion and/or
movements.

3. Each group performs their name rhythms for the

class.

4. The teacher will chose 4 names that contain

quarter and paired 8th notes to create a new
rhythm.

5. After having students chant the new rhythm,

write the correct notation on the board, and
begin class discussion on one sound per beat vs
two sounds per beat.
Name _______________________________________ Bell ____
 Rhythm Poison
Materials: Optional chalkboard or whiteboard with several pre-
written 4-beat patterns

Procedure:

1. Practice all pre-written rhythms so that they are familiar

to students. Choose one pattern to become “the poison”.

2. The teacher performs the various rhythms. Students are

to echo each one unless it is the poison.

3. If the students echo the poison (even just one), the teacher
gets one point. If no one echoes the poison the class gets
one point.

Rhythms can be simplified or made more difficult depending on

the level of the group.

*This lesson was taken from ”Musical Games for the Musically-
Minded” by Dave and Jean Perry, Shawnee Press, Inc 2006.
 Pass the Ball!
This game is useful for learning to aurally recognize rhythms, but
can also be modified for use with solfege training.

Materials: One ball – any size (multiple balls may be used to

increase the difficulty level of the game), One non-pitched
percussion instrument.

Procedure:

1. With students seated in a circle introduce the target

rhythm. One student is chosen to be the starter and is
given the ball.

2. The teacher performs various rhythms. When the target

rhythm is played the student with the ball must pass it to
the next person. If the ball is not passed at the correct
time he/she is out.

3. Play continues until only two students remain. To make the

game more challenging periodically change the target
rhythm.

This is a good game to use for quick assessment of which

students are developing aural skills. It can also be modified to
teach solfege intervals in place of rhythms. In this case the
piano would be used rather than non-pitched percussion.

Beginning Rhythmic Dictation with Built-In Assessment

Materials: Class set of dry-erase marker boards, dry-erase
markers, erasers

Procedure:

1. Each student should be given a marker board, marker, and

eraser.

2. Teacher demonstrates on a board how to listen to a rhythm

and then write down what is heard.

a. Find out how many beats and/or how many beats per
measure.

b. Determine how you would say the rhythm if you were

to speak it. Write that down and then add the notes
to match.

c. Listen again to the rhythm and clap it back. Make sure

what you have written is the same as what you clapped.

3. The teacher plays various rhythms and students follow the

above steps to attempt and notate what was heard.

4. When students have finished writing a rhythm they are to

hold the board up so that the teacher can quickly identify
which students are correct and which need further
instruction.
Name ______________________________ Bell ____
Name_________________________________ Bell ____
 Rhythm Stories
Directions: Circle the word(s) that best match the rhythms in
each sentence. Clap each each rhythm and count it aloud to check
your work.

1. Matt ordered to eat, and drank .

chili dog beef fajita pepperoni pizza teriyaki shrimp

root beer cherry cola lemonade water

2. Becky left the restaurant and went to a .

football game friend’s house movie after dinner show

3. On his summer vacation, David went to .

Canton, Ohio Atlanta, Georgia Orlando, Florida Boston, Massachusetts

4. When Mallory grows up she wants to be a .

doctor politician scientist movie star

5. Steven’s favorite sport is

swimming baseball tennis ice hockey

• Adapted from “Theory Time Grade Five”, Theory Time Partners, 1996.

Name __________________________________ Bell ____

Name ____________________________ Bell ____
 Rhythmic Dictation Relay

Materials: One marker board, one dry-erase marker, and one eraser per group,
various pre-written rhythms, gong

Procedure:

1. Divide the class into groups of three to four students. Each group sits in a
row. The person in the front of the line is given all materials.

2. The person with the marker board is the "writer", and the person in the end
of the line is the "reader".

3. All "readers" come to the teacher and read the first rhythm. Without
talking, they go back to their places in the lines and when the teacher counts
off, they tap the rhythm on the shoulder of the person in front of them.

4. When the teacher counts off again, the "reader" and the person who
received the rhythm both tap the rhythm. This continues until all have the
rhythm and the "writer" writes the rhythm on the board or with craft
sticks.

5. Students raise their hands when they have created a rhythm. A "not
correct" from the teacher means that the group must erase the rhythm and
continue to try. A "correct" from the teacher means that the writer can run
to the gong in the middle of the room and play it. There could be a race to
the finish!

Make sure there is no talking and no loud tapping so that the rhythm is
passed only by feel. Once the student receives the rhythm they must always
tap it after the count off. If there are not equal amounts for groups extra
students can be the judge and steady beat keeper.

Name ____________________________________ Bell _____

Directions: Fill in the missing note values. Watch out for the
time signature!

Note Type

Whole Note 8 beats

Dotted Half Note 3 beats 6 beats

Half Note 2 beats

Dotted Quarter Note 1 1/2 beats

Quarter Note 2 beats

Eighth Note 1/2 beat

Paired Eighth Notes 1 beat 2 beats

Sixteenth Note 1/4 beat 1/2 beat

4 Sixteenth Notes 2 beats

Name _____________________________________ Bell ____

Directions:

Step 1 – Label and clap each rhythm

Step 2 – Place a number by each line to indicate its order in the

song “Itsy Bitsy Spider”

Step 3 – Write the lyrics under the correct line.

Line 1: The itsy bitsy spider climbed up the water spout.

Line 2: Down came the rain and washed the spider out.
Line 3: Up came the sun and dried up all the rain and
Line 4: The itsy bitsy spider went up the spout again.
Name ______________________________ Bell ___
 6/8 Rhythm Labeling

Directions: Labeling each rhythm in 6/8 time. Check your

work by clapping each rhythm.

1.

2.

3.

4. *Bonus*

Name _________________________ Bell ____

 Rhythm Final Exam
Directions: Label each of the rhythms below. Be prepared to
perform any of the rhythms for the teacher. You will be graded
per measure.
 The Kodaly/Curwin Hand Signs

Name _________________________ Bell ___

Name ____________________________________ Bell ____
 Sight Singing Practice
Part 1 - Label the solfege according to the example. Be
prepared to sing for the teacher!

1.

2.

3.

Part 2 – Write down the melody that you hear. It will us

only half and quarter notes.

Name ____________________________________ Bell ___

 Sight Singing On A 2-line Staff
Part 1 - Label the solfege. Notice that do is in the space.

1.

2.

Part 2 – Label the solfege. Notice that do is on the

bottom line.

3.

4.

Name _________________________________ Bell _____

Directions:

1. Label the rhythm above the staff.

2. Label the solfege below the staff. The first pitch

of the song is mi.

Name _____________________________ Bell ______

Procedure:

1. Have students determine the solfege of each part.

2. Introduce low sol, low la

3. Practice singing each part and put together using various combinations
of students.

Name ___________________________________ Bell ____

 The Major Scale!!
1. The major scale is another name for the solfege scale
that we use on a daily basis.

2. It follows a set pattern of whole and half steps – no

matter where do lives.

do re mi fa sol la ti do
whole whole whole half whole whole half

For each:
1. Label the solfege (each starts on do)
2. Circle the half steps (between mi & fa, ti & do)
Name __________________________ Bell _____

Name That Note...

Key:

What words are spelled in each measure?

1 ____________ 2______________ 3______________

4_____________ 5______________ 6______________

Bonus: Name these notes above/below the staff.

____ ____
Name ________________________________ Bell _____

Sharps, Flats, and Key

signatures

A sharp is a symbol that raises the pitch of a note.

A flat is a symbol that lowers the pitch of a note.

Which notes have a sharp in each key signature?

__________ __________ _________

Which notes have a flat in each key signatures?

__________ ____________ __________