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8/14/2019 Music Assessment Through Performance 1213671408410238 9
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A presentation by NCSU Music Teachers
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Music assessment methods Student progressTeaching
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I wonder howconsistent districtmusic assessments
will impact ourstudentsinvestment in theirown skills
development?
I wonder how ourassessments willimpact our
instruction?
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4th Grade Band and Chorus Students
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CATEGORY 4 ExceedsStandard
3 MeetsStandard
2 ApproachingStandard
1 BelowStandard
Pitch Virtually no errors inpitch
Stays in tune most ofthe time
Some accuratepitches, some errors
Very few accuratepitches
Technique Appropriate posture,breath support,consonants, vowels
Minor errors inposture, breathsupports,consonants, vowels
Several errors inposture, breathsupports,consonants, vowels
Apparent lack ofunderstanding ofappropriate posture,breath support,consonants, vowels
Rhythm Performs rhythm &duration accuratelyand with ease
Most rhythms &durations areaccurate; errors donot detract foroverall performance
Frequent or repeatedrhythm or durationerrors
Rhythms are seldomaccurate
Expression Excellent use of dynamics &phrasing; stylisticallyaccurate
Good use ofdynamics &phrasing; somestylistic inaccuracies
Little use ofdynamics &phrasing;misinterprets style
Apparent lack ofunderstanding ofdynamics &phrasing; stylisticallyrigid or mechanical
Tone Quality Tone is strong, clear,focused throughout
range
Excellent toneachieved most of the
time throughoutrange
Good tone achievedsome of the time
within limited range
Tone is harsh,distorted, nasal, or
breathy
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Teach the state song during fourconsecutive class periods for 15 minuteseach time (call & response)
Students are recorded individually, givenonly the starting pitch
No accompaniment Students are only assessed for the first half
of the song (stop after the word free)
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RHYTHM
4. Performs with correct rhythms andkeeps a steady tempo
3. Performs with most rhythms correctlybut does not necessarily keep aconsistent tempo.
2. Performs with some rhythmscorrectly
1. Unable to perform most rhythmscorrectly
NOTE ACCURACY
4 correct notes & key
3 some incorrect notes, somewhatcorrect key
2 more incorrect notes, inaccurate key
1 few correct notes, incorrect key
TONE PRODUCTION/ARTICULATION(including slurring, etc)4. Performs with a clear soundrepresentative of the instrument and goodintonation.
3. Performs with a basically clear sound, andfairly good intonation.2. Performs with a sound that is sometimesclear1. Unclear sound, very poor intonation.EXPRESSIVITY & STYLE (level 2 & 3)
4. Musical expression was evidentthroughout3. Performance was expressive, but certainareas were still lacking.2. Expression was inhibited, or too subtlyconveyed to the listener.
1. The performance did not express musicalideas effectively.
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Students are given two pieces from which tochoose.
Students have two weeks to practice.
Students play through the piece with theteacher, but the teacher does not teachthem the piece.
Teachers may answer any questions
generated by the student.
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F F F C D D C
F F F C D D C
A A G G F C
A A G G F
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NAME:NAME:GRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1DATE: January 31,DATE: January 31,20082008
PIECE: Icing on thePIECE: Icing on theCakeCake
INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC
RHYTHM
4. Performs with correct rhythms and keeps a steady tempo
3. Performs with most rhythms correctly but does not
necessarily keep a consistent tempo.2. Performs with some rhythms correctly
1. Unable to perform most rhythms correctly
TONE PRODUCTION/ARTICULATION (including slurring, etc)
4. Performs with a clear sound representative of the instrumentand good intonation.
3. Performs with a basically clear sound, and fairly good
intonation.2. Performs with a sound that is sometimes clear
1. Unclear sound, very poor intonation.
EXPRESSIVITY & STYLE (level 2 & 3)
4. Musical expression was evident throughout
3. Performance was expressive, but certain areas were stilllacking.
2. Expression was inhibited, or too subtly conveyed to thelistener.
1. The performance did not express musical ideas effectively.
COMMENTS:-- rhythms, except for 8th rests,were excellent up to 33, wherehe began having trouble withgroups of 8th notes and multiplebounce strokes. His stickingwere close. I could not noticeany change in dynamics.
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NAME:NAME:GRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1DATE: January 31,DATE: January 31,20082008
PIECE: Wooden ShoePIECE: Wooden ShoeDanceDance
INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC
RHYTHM
4. Performs with correct rhythms and keeps a steady tempo
3. Performs with most rhythms correctly but does not
necessarily keep a consistent tempo. 2. Performs with some rhythms correctly
1. Unable to perform most rhythms correctly
NOTE ACCURACY
4 correct notes & key
3 some incorrect notes, somewhat correct key
2 more incorrect notes, inaccurate key
1 few correct notes, incorrect key
TONE PRODUCTION/ARTICULATION (including slurring, etc)
4. Performs with a clear sound representative of the instrumentand good intonation.
3. Performs with a basically clear sound, and fairly goodintonation.
2. Performs with a sound that is sometimes clear
1. Unclear sound, very poor intonation.
EXPRESSIVITY & STYLE (level 2 & 3)4. Musical expression was evident throughout
3. Performance was expressive, but certain areas were stilllacking.
2. Expression was inhibited, or too subtly conveyed to thelistener.
1. The performance did not express musical ideas effectively.
COMMENTS:-- has a good trumpet tone. Hetried to slur most of the timethey were marked, and wastonguing the rest of the time.His fingerings were correct,though sometimes the notecame out too high or low.
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NAME:NAME:INSTRUMENT:INSTRUMENT:ClarinetClarinetGRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1
DATE: January 31,DATE: January 31,20082008PIECE: Wooden ShoePIECE: Wooden ShoeDanceDance
INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC
RHYTHM
4. Performs with correct rhythms and keeps a steady tempo
3. Performs with most rhythms correctly but does not
necessarily keep a consistent tempo.2. Performs with some rhythms correctly
1. Unable to perform most rhythms correctly
NOTE ACCURACY
4 correct notes & key
3 some incorrect notes, somewhat correct key
2 more incorrect notes, inaccurate key
1 few correct notes, incorrect key
TONE PRODUCTION/ARTICULATION (including slurring, etc)
4. Performs with a clear sound representative of the instrumentand good intonation.
3. Performs with a basically clear sound, and fairly goodintonation.
2. Performs with a sound that is sometimes clear
1. Unclear sound, very poor intonation.
EXPRESSIVITY & STYLE (level 2 & 3)4. Musical expression was evident throughout
3. Performance was expressive, but certain areas were stilllacking.
2. Expression was inhibited, or too subtly conveyed to thelistener.
1. The performance did not express musical ideas effectively.
COMMENTS:
-- tone is great, and his rhythmsgot better as the song went on.At first, part of his problem
may have been not getting acount from me. His notes,
slurs, and posture are rightthere, too.
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NAME:NAME:INSTRUMENT:INSTRUMENT:TrumpetTrumpetGRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1
DATE: January 31,DATE: January 31,20082008PIECE: Wooden ShoePIECE: Wooden ShoeDanceDance
INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC
RHYTHM
4. Performs with correct rhythms and keeps a steady tempo
3. Performs with most rhythms correctly but does not
necessarily keep a consistent tempo.2. Performs with some rhythms correctly
1. Unable to perform most rhythms correctly
NOTE ACCURACY
4 correct notes & key
3 some incorrect notes, somewhat correct key
2 more incorrect notes, inaccurate key
1 few correct notes, incorrect key
TONE PRODUCTION/ARTICULATION (including slurring, etc)
4. Performs with a clear sound representative of the instrumentand good intonation.
3. Performs with a basically clear sound, and fairly goodintonation.
2. Performs with a sound that is sometimes clear
1. Unclear sound, very poor intonation.
EXPRESSIVITY & STYLE (level 2 & 3)4. Musical expression was evident throughout
3. Performance was expressive, but certain areas were stilllacking.
2. Expression was inhibited, or too subtly conveyed to thelistener.
1. The performance did not express musical ideas effectively.
COMMENTS:
-- was completely unpreparedfor this assessment. Hebreathes between almost everynote, and since he did notpractice during the week was
unable to get a consistentsound. --s incorrect notes areusually the right fingerings, buttoo high or too low.
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GradeSurveyed # ingrade # or %in band # or %inchorus
Privatelessons Practiceat home Performfor family Playwithfamily
Moremusictime?
Lessmusictime
Brighton 4th 11 72% 89% 1 8 10 5 8 3CharlestonCoventry 4th 11 63% 100% 0 7 6 10 10 1Derby 4th 63 57% 55% 8 48 24 12 54 5Holland 4th 7 100% 57% 3 7 6 6 6 0
Jay/Westfield 4th 11 18% 36% 0 6 7 6 9 0Lowell 5th 15 6 7 0 7 5 4 3 9Morgan 4th 8 50% 0 0 0 3 3 0 3Newport City 4th 42 45% 100% 3 11 14 11 20 15Newport Town 4th 15 86% 53% 0 11 8 8 13 1
Troy 4th 14 43% 43% 4 7 5 7 9 3
NCUJHS
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What have we noticed?
What is different in my students
approach to their work?
What is impacting instruction?
What is impacting student investment?
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Expand assessment to other grades Streamline rubrics Build in time to give individual student feedbackTrack band student progress with District
Performance Levels (DPL) Balancing assessments and teaching time Provide more information to the receiving teacher Consistency in teaching practices & language Report assessment results to parents
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IMPROVISE USING THESE NOTES:
E G A Bb - B D - E
CHORD CHANGES
E E E E
A A E E
B A E E
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Ask them now.
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fin