ASSESSMENT STRATEGIES for the GENERAL MUSIC TEACHER ...
ASSESSMENT STRATEGIES for the GENERAL MUSIC TEACHER ... ASSESSMENT STRATEGIES for the GENERAL MUSIC TEACHER ...
2/5/2012 ASSESSMENT STRATEGIES for the GENERAL MUSIC TEACHER Pamela Pierson Indiana Music Educators Association January 21, 2012 Essential Question How can I design and implement assessments that are practical and appropriate for my elementary general music class? But I see hundreds of kids! But I see hundreds of kids! But I only see them once a week! But how do you grade singing? 1
- Page 2 and 3: 2/5/2012 Why does assessment matter
- Page 4 and 5: 2/5/2012 Determining an EFFORT Grad
- Page 6 and 7: 2/5/2012 DMC: Daily Music Challenge
- Page 8 and 9: 2/5/2012 Helpful Resources “Asse
- Page 10 and 11: MELODIC COMPREHENSION EVALUATION
2/5/2012<br />
<strong>ASSESSMENT</strong> <strong>STRATEGIES</strong> <strong>for</strong><br />
<strong>the</strong> <strong>GENERAL</strong> <strong>MUSIC</strong> <strong>TEACHER</strong><br />
Pamela Pierson<br />
Indiana Music Educators Association<br />
January 21, 2012<br />
Essential Question<br />
How can I design and implement assessments that are<br />
practical and appropriate <strong>for</strong> my elementary general<br />
music class?<br />
But I see hundreds of kids!<br />
But I see hundreds of kids!<br />
But I only see <strong>the</strong>m once a week!<br />
But how do you grade singing?<br />
1
2/5/2012<br />
Why does assessment matter?<br />
“I believe that arts education –music education‐ should be<br />
its own reward. However, <strong>the</strong> reality is, and this is <strong>the</strong><br />
message I want to leave with you, is that that’s not going to<br />
be enough anymore. In education in this country, and in<br />
education in o<strong>the</strong>r parts of <strong>the</strong> world, <strong>the</strong>re’s tremendous<br />
competition <strong>for</strong> time and resources. If you’re not<br />
accountable, if you can’t demonstrate that your kids are<br />
learning something that’s important, you aren’t even in <strong>the</strong><br />
conversation.”<br />
‐Howard Garder<br />
“The primary goal of grading and reporting is<br />
communication. Grading and reporting are integral parts of<br />
<strong>the</strong> instructional process. When done well, <strong>the</strong>y provide vital<br />
in<strong>for</strong>mation to students, parents and o<strong>the</strong>r interested<br />
persons that can be used to enhance both teaching and<br />
learning. …grading and reporting certify attainment of<br />
learning goals, identify where additional work is needed, and<br />
provide a basis <strong>for</strong> improvement ef<strong>for</strong>ts…”<br />
‐Robert Marzano<br />
2
2/5/2012<br />
To summarize….<br />
Assessment in <strong>the</strong> general music class is important…<br />
To obtain evidence of musical growth and progress<br />
To guide instruction and choice of teaching strategies<br />
To help validate <strong>the</strong> music program with parents and<br />
students.<br />
To provide evidence of accountability <strong>for</strong> student<br />
learning.<br />
‐Timothy S. Brophy<br />
“Assessing <strong>the</strong> Developing Child Musician:A Guide <strong>for</strong> General Music Teachers”<br />
Achievement VS Ef<strong>for</strong>t<br />
Is classroom behavior an appropriate measure of<br />
musical progress?<br />
3
2/5/2012<br />
Determining an EFFORT Grade<br />
Seating chart tracking<br />
Determining an ACHIEVEMENT Grade<br />
“To help avoid frustration over what should be assessed,<br />
each teacher must develop a hierarchy of assessable<br />
components based on <strong>the</strong> following considerations:<br />
1. Its importance within <strong>the</strong> overall curriculum<br />
2. The number of minutes allotted <strong>for</strong> music instruction per<br />
week<br />
3. The value of <strong>the</strong> results to <strong>the</strong> overall assessment<br />
scheme.”<br />
4. ‐Timothy S. Brophy<br />
4
2/5/2012<br />
The Concepts that “Drive” My<br />
Curriculum<br />
Pitch & Rhythm….<br />
….through literacy &<br />
per<strong>for</strong>mance<br />
Target Practice<br />
(Credit to Craig Early)<br />
Introducing <strong>the</strong> target concept to a class (include a<br />
picture from my classroom)<br />
Familiar song “Apple Tree”<br />
Providing feedback to students using a mini‐target<br />
5
2/5/2012<br />
DMC: Daily Music Challenge<br />
(credit to Susan Lough, Churubusco Elementary)<br />
A program of rhythmic development whereby students<br />
begin class by reading, thinking and/or per<strong>for</strong>ming<br />
through clapping a rhythm pattern that includes specific<br />
rhythmic values identified <strong>for</strong> each grade level.<br />
Individual assessment can include: maintaining a<br />
checklist, popsicle sticks, accompaniment of DMC<br />
rhythm to accompany a song, etc.<br />
Keeping Track of Individual<br />
Per<strong>for</strong>mance<br />
Melodic Comprehension Evaluation Form<br />
Rhythmic Comprehension Form<br />
6
2/5/2012<br />
Additional Rubrics<br />
To evaluate projects<br />
To evaluate choral per<strong>for</strong>mances or general music<br />
concerts<br />
In closing….<br />
Assessment and evaluation<br />
demonstrate <strong>the</strong> INTEGRITY of<br />
you bring to your music program.<br />
7
2/5/2012<br />
Helpful Resources<br />
“Assessment in <strong>the</strong> Music Classroom: Practical Tips and Activities<br />
<strong>for</strong> Measuring Student Progress.” Cristi Cary Miller. Hal Leonard.<br />
“The Ultimate Music Assessment and Evaluation Kit <strong>for</strong> <strong>the</strong><br />
General Music Teacher: Practical Strategies, Time‐Saving Tips,<br />
Samples, Forms and More.” Cheryl Lavender. Hal Leonard.<br />
“Assessing <strong>the</strong> Developing Child Musician: A Guide <strong>for</strong> General<br />
Music Teachers.” Timothy S. Brophy. GIA Publications. 2000<br />
Teacherspayingteachers.com (look <strong>for</strong> items by 2musicpeeps)<br />
8
MELODIC COMPREHENSION EVALUATION FORM <strong>for</strong> ____________________________________ <br />
Music Teacher: K _______ 1 _______ 2 _______ 3 _______ 4 _______ 5 _____ <br />
1–minimal achievement 2–below average achievement 3-‐average achievement 4-‐superior achievement <br />
MELODIC COMPREHENSION: Student identifies pitch from notation <br />
K 1 st 2 nd 3 rd 4 th 5th <br />
NOTES: <br />
s-‐m <br />
s-‐m-‐l <br />
s-‐m-‐d <br />
l-‐s-‐m-‐d <br />
l-‐s-‐m-‐r-‐d <br />
l-‐s-‐m-‐r-‐d-‐s’ <br />
d-‐l-‐s-‐m-‐r-‐d-‐s’ <br />
d-‐l-‐s-‐m-‐r-‐d-‐l’-‐s’ <br />
d-‐l-‐s-‐f-‐m-‐r-‐d-‐l’-‐s’ <br />
d-‐t-‐l-‐f-‐s-‐m-‐r-‐d-‐l’-‐s’ <br />
MELODIC COMPREHENSION: Student sings pitches accurately. <br />
K 1 st 2 nd 3 rd 4 th 5th <br />
s-‐m <br />
s-‐m-‐l <br />
s-‐m-‐d <br />
l-‐s-‐m-‐d <br />
l-‐s-‐m-‐r-‐d <br />
l-‐s-‐m-‐r-‐d-‐s’ <br />
d-‐l-‐s-‐m-‐r-‐d-‐s’ <br />
d-‐l-‐s-‐m-‐r-‐d-‐l’-‐s’ <br />
d-‐l-‐s-‐f-‐m-‐r-‐d-‐l’-‐s’ <br />
d-‐t-‐l-‐f-‐s-‐m-‐r-‐d-‐l’-‐s’ <br />
NOTES:
MELODIC COMPREHENSION EVALUATION FORM <strong>for</strong> ____________________________________ <br />
Music Teacher: K _______ 1 _______ 2 _______ 3 _______ 4 _______ 5 _____ <br />
1–minimal achievement 2–below average achievement 3-‐average achievement 4-‐superior achievement
RHYTHMIC COMPREHENSION EVALUATION FORM <strong>for</strong> ____________________________________ <br />
Music Teacher: K _______ 1 _______ 2 _______ 3 _______ 4 _______ 5 _____ <br />
1–minimal achievement 2–below average achievement 3-‐average achievement 4-‐superior achievement <br />
GRADE 1 <br />
Evaluation Date <br />
Steady Beat <br />
Identify name of note <br />
Read a rhythm <br />
Per<strong>for</strong>m with BP <br />
Per<strong>for</strong>m on an instrument <br />
Compose <br />
GRADE 2 <br />
Evaluation Date <br />
Steady Beat <br />
Identify name of note <br />
Read a rhythm <br />
Per<strong>for</strong>m with BP <br />
Per<strong>for</strong>m on an instrument <br />
Compose <br />
GRADE 3 <br />
Evaluation Date <br />
Steady Beat <br />
Identify name of note <br />
Read a rhythm <br />
Per<strong>for</strong>m with BP <br />
Per<strong>for</strong>m on an instrument <br />
Compose <br />
GRADE 4 <br />
Evaluation Date <br />
Steady Beat <br />
Identify name of note <br />
Read a rhythm <br />
Per<strong>for</strong>m with BP <br />
Per<strong>for</strong>m on an instrument <br />
Compose <br />
GRADE 5 <br />
Evaluation Date <br />
Steady Beat <br />
Identify name of note <br />
Read a rhythm <br />
Per<strong>for</strong>m with BP <br />
Per<strong>for</strong>m on an instrument <br />
Compose