Music Assessment Through Performance 1213671408410238 9

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


RHYTHM



necessarily keep a consistent tempo. 2. Performs with some rhythms correctly


NOTE ACCURACY


3 some incorrect notes, somewhat correct key





3. Performs with a basically clear sound, and fairly goodintonation.

2. Performs with a sound that is sometimes clear


EXPRESSIVITY & STYLE (level 2 & 3)4. Musical expression was evident throughout




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


RHYTHM





NOTE ACCURACY














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


RHYTHM





NOTE ACCURACY














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

Music Assessment Through Performance 1213671408410238 9

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