Music Assessment Through Performance

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  • Music Assessment Through Performance

    1. 1. A presentation by NCSU Music Teachers
    2. 4. <ul><li>Music assessment methods </li></ul><ul><li>Student progress </li></ul><ul><li>Teaching </li></ul>
    3. 5. <ul><li>I wonder how consistent district music assessments will impact our students’ investment in their own skills development? </li></ul><ul><li>I wonder how our assessments will impact our instruction? </li></ul>
    4. 6. <ul><li>4 th Grade Band and Chorus Students </li></ul>
    5. 8. CATEGORY 4 – Exceeds Standard 3 – Meets Standard 2 – Approaching Standard 1 – Below Standard Pitch Virtually no errors in pitch Stays in tune most of the time Some accurate pitches, some errors Very few accurate pitches Technique Appropriate posture, breath support, consonants, vowels Minor errors in posture, breath supports, consonants, vowels Several errors in posture, breath supports, consonants, vowels Apparent lack of understanding of appropriate posture, breath support, consonants, vowels Rhythm Performs rhythm & duration accurately and with ease Most rhythms & durations are accurate; errors do not detract for overall performance Frequent or repeated rhythm or duration errors Rhythms are seldom accurate Expression Excellent use of dynamics & phrasing; stylistically accurate Good use of dynamics & phrasing; some stylistic inaccuracies Little use of dynamics & phrasing; misinterprets style Apparent lack of understanding of dynamics & phrasing; stylistically rigid or mechanical Tone Quality Tone is strong, clear, focused throughout range Excellent tone achieved most of the time throughout range Good tone achieved some of the time within limited range Tone is harsh, distorted, nasal, or breathy Independence in Part Singing Functions as leader in maintaining independent vocal part Able to maintain independent vocal part with help Working on maintaining independent vocal part Unable to maintain independent vocal part
    6. 9. <ul><li>Teach the state song during four consecutive class periods for 15 minutes each time (call & response) </li></ul><ul><li>Students are recorded individually, given only the starting pitch </li></ul><ul><li>No accompaniment </li></ul><ul><li>Students are only assessed for the first half of the song (stop after the word “free”) </li></ul>
    7. 10. <ul><li>  </li></ul><ul><li>RHYTHM </li></ul><ul><li>  </li></ul><ul><li>4. Performs with correct rhythms and keeps a steady tempo </li></ul><ul><li>3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. </li></ul><ul><li>2. Performs with some rhythms correctly </li></ul><ul><li>1. Unable to perform most rhythms correctly </li></ul><ul><li>  </li></ul><ul><li>NOTE ACCURACY </li></ul><ul><li>  </li></ul><ul><li>4 correct notes & key </li></ul><ul><li>3 some incorrect notes, somewhat correct key </li></ul><ul><li>2 more incorrect notes, inaccurate key </li></ul><ul><li>1 few correct notes, incorrect key </li></ul>TONE PRODUCTION/ARTICULATION (including slurring, etc)   4. Performs with a clear sound representative of the instrument and 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 still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener. 1. The performance did not express musical ideas effectively.
    8. 11. <ul><li>Students are given two pieces from which to choose. </li></ul><ul><li>Students have two weeks to practice. </li></ul><ul><li>Students play through the piece with the teacher, but the teacher does not teach them the piece. </li></ul><ul><li>Teachers may answer any questions generated by the student. </li></ul>
    9. 12. 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
    10. 13. NAME: GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Icing on the Cake   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 instrument and 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 still lacking.   2. Expression was inhibited, or too subtly conveyed to the listener.    1. The performance did not express musical ideas effectively. <ul><li>COMMENTS: -- rhythms, except for 8 th rests, were excellent up to 33, where he began having trouble with groups of 8 th notes and multiple bounce strokes. His sticking were close. I could not notice any change in dynamics. </li></ul>
    11. 14. NAME: GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Wooden Shoe Dance   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 instrument and 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 still lacking.   2. Expression was inhibited, or too subtly conveyed to the listener.    1. The performance did not express musical ideas effectively. <ul><li>COMMENTS: -- has a good trumpet tone. He tried to slur most of the time they were marked, and was tonguing the rest of the time. His fingerings were correct, though sometimes the note came out too high or low. </li></ul>
    12. 15. NAME: INSTRUMENT: Clarinet GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Wooden Shoe Dance   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 instrument and 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 still lacking.    2. Expression was inhibited, or too subtly conveyed to the listener.   1. The performance did not express musical ideas effectively. <ul><li>COMMENTS: </li></ul><ul><li>-- tone is great, and his rhythms got better as the song went on. At first, part of his problem may have been not getting a count from me. His notes, slurs, and posture are right there, too. </li></ul>
    13. 16. NAME: INSTRUMENT: Trumpet GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Wooden Shoe Dance   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 instrument and 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 still lacking.   2. Expression was inhibited, or too subtly conveyed to the listener.    1. The performance did not express musical ideas effectively. <ul><li>COMMENTS: </li></ul><ul><li>-- was completely unprepared for this assessment. He breathes between almost every note, and since he did not practice during the week was unable to get a consistent sound. --’s incorrect notes are usually the right fingerings, but too high or too low. </li></ul>
    14. 18. Grade Surveyed # in grade # or % in band # or % in chorus Private lessons Practice at home Perform for family Play with family More music time? Less music time Brighton 4 th 11 72% 89% 1 8 10 5 8 3 Charleston Coventry 4 th 11 63% 100% 0 7 6 10 10 1 Derby 4 th 63 57% 55% 8 48 24 12 54 5 Holland 4 th 7 100% 57% 3 7 6 6 6 0 Jay/Westfield 4 th 11 18% 36% 0 6 7 6 9 0 Lowell 5 th 15 6 7 0 7 5 4 3 9 Morgan 4 th 8 50% 0 0 0 3 3 0 3 Newport City 4 th 42 45% 100% 3 11 14 11 20 15 Newport Town 4 th 15 86% 53% 0 11 8 8 13 1 Troy 4 th 14 43% 43% 4 7 5 7 9 3 NCUJHS
    15. 19. What have we noticed? What is different in my students’ approach to their work? What is impacting instruction? What is impacting student investment?
    16. 20. <ul><li>Expand assessment to other grades </li></ul><ul><li>Streamline rubrics </li></ul><ul><li>Build in time to give individual student feedback </li></ul><ul><li>Track band student progress with District Performance Levels (DPL) </li></ul><ul><li>Balancing assessments and teaching time </li></ul><ul><li>Provide more information to the receiving teacher </li></ul><ul><li>Consistency in teaching practices & language </li></ul><ul><li>Report assessment results to parents </li></ul>
    17. 21. <ul><li>IMPROVISE USING THESE NOTES: </li></ul>E – G – A – Bb - B – D - E CHORD CHANGES E E E E A A E E B A E E
    18. 22. <ul><li>Ask them now. </li></ul>
    19. 23. fin

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