Energy | Assessment Review
Students review and practice how energy is shown in music by listening, moving, speaking, and performing. They will identify, compare, and use musical energy words such as loud/soft, fast/slow, and high/low to describe music and create simple group responses.
| Term | Definition |
|---|---|
| Energy | The feeling or force in music that helps us describe how active, strong, or calm it sounds. |
| Loud | Sound that is strong and easy to hear. |
| Soft | Sound that is gentle and quiet. |
| Fast | Music with a quick beat or speed. |
| Slow | Music with a gentle or steady beat that does not move quickly. |
| High | A sound that seems higher in pitch. |
| Low | A sound that seems lower in pitch. |
Play two short contrasting music clips. Lead students in moving their bodies to match the energy, such as big/small movements, fast/slow steps, and strong/gentle motions. Ask: What do you notice about the music’s energy?
Listen, move with the music, and share quick observations using energy words.
Write energy words on chart paper. Model each word with voice, instrument, or movement. Invite students to repeat and show an example for each word.
Echo the words, demonstrate meanings with movement, and answer simple questions.
Play several short music clips. After each clip, ask students to hold up a response card, point to a word on the board, or place a sticky note under the best describing word.
Listen carefully and choose the word that best describes the music’s energy.
Give students sentence frames such as 'I think the music is ___ because ___.’ Invite partners to discuss one clip and then share with the class.
Talk with a partner, explain their choice, and listen to classmates.
Divide students into small groups. Assign each group a simple energy pattern to perform using body percussion or instruments, such as soft-slow, loud-fast, or high-low changes. Model expectations and give a brief practice time.
Practice and perform a short pattern that shows energy changes.
Lead a fast review game such as thumbs up/down, musical movement freeze, or call-and-response with energy words.
Respond quickly, show understanding, and participate actively.
Review the chart of energy words together. Ask students to name one word they learned or remembered and to show it with a movement. End by praising their listening, speaking, and performing skills.