The document summarizes a presentation by NCSU music teachers on music assessment methods and their impact on student progress and instruction. It includes sample rubrics for assessing 4th grade band and chorus students individually on elements like pitch, technique, rhythm, and expression. Sample student assessments are provided to illustrate the rubrics in use.
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Music Assessment Through Performance 1213671408410238 9
The document summarizes a presentation by NCSU music teachers on music assessment methods and their impact on student progress and instruction. It includes sample rubrics for assessing 4th grade band and chorus students individually on elements like pitch, technique, rhythm, and expression. Sample student assessments are provided to illustrate the rubrics in use.
The document summarizes a presentation by NCSU music teachers on music assessment methods and their impact on student progress and instruction. It includes sample rubrics for assessing 4th grade band and chorus students individually on elements like pitch, technique, rhythm, and expression. Sample student assessments are provided to illustrate the rubrics in use.
Copyright:
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Music Assessment Through Performance 1213671408410238 9
The document summarizes a presentation by NCSU music teachers on music assessment methods and their impact on student progress and instruction. It includes sample rubrics for assessing 4th grade band and chorus students individually on elements like pitch, technique, rhythm, and expression. Sample student assessments are provided to illustrate the rubrics in use.
Copyright:
Attribution Non-Commercial (BY-NC)
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Download as PPT, PDF, TXT or read online from Scribd
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A presentation by NCSU Music Teachers
Music assessment methods
Student progress Teaching I wonder how I wonder how our consistent district assessments will music assessments impact our will impact our instruction? students’ investment in their own skills development? 4th Grade Band and Chorus Students CATEGORY 4 – Exceeds 3 – Meets 2 – Approaching 1 – Below Standard Standard Standard Standard
Pitch Virtually no errors in Stays in tune most of Some accurate Very few accurate pitch the time pitches, some errors pitches
Technique Appropriate posture, Minor errors in Several errors in Apparent lack of
Rhythm Performs rhythm & Most rhythms & Frequent or repeated Rhythms are seldom duration accurately durations are rhythm or duration accurate and with ease accurate; errors do errors not detract for overall performance
Expression Excellent use of Good use of Little use of Apparent lack of
dynamics & dynamics & dynamics & understanding of phrasing; stylistically phrasing; some phrasing; dynamics & accurate stylistic inaccuracies misinterprets style phrasing; stylistically rigid or mechanical
Tone Quality Tone is strong, clear, Excellent tone Good tone achieved Tone is harsh, focused throughout achieved most of the some of the time distorted, nasal, or range time throughout within limited range breathy range Teach the state song during four consecutive class periods for 15 minutes each time (call & response) Students are recorded individually, given only the starting pitch No accompaniment Students are only assessed for the first half of the song (stop after the word “free”)
TONE PRODUCTION/ARTICULATION RHYTHM (including slurring, etc)
4. Performs with correct rhythms and keeps a steady tempo 4. Performs with a clear sound 3. Performs with most rhythms correctly representative of the instrument and good but does not necessarily keep a intonation. consistent tempo. 3. Performs with a basically clear sound, and 2. Performs with some rhythms fairly good intonation. correctly 2. Performs with a sound that is sometimes 1. Unable to perform most rhythms clear correctly 1. Unclear sound, very poor intonation.
NOTE ACCURACY EXPRESSIVITY & STYLE (level 2 & 3)
4 correct notes & key 4. Musical expression was evident 3 some incorrect notes, somewhat correct key throughout 2 more incorrect notes, inaccurate key 3. Performance was expressive, but certain 1 few correct notes, incorrect key areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener. 1. The performance did not express musical ideas effectively. Students are given two pieces from which to choose. Students have two weeks to practice. Students play through the piece with the
teacher, but the teacher does not teach
them the piece. Teachers may answer any questions
generated by the student.
F F F C D D C
A A G G F C
F F F C D D C
A A G G F NAME:
GRADE: 4 INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC LEVEL: pre-1 DATE: January 31, RHYTHM 2008 4. Performs with correct rhythms and keeps a steady tempo PIECE: Icing on the 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. Cake COMMENTS: 2. Performs with some rhythms correctly -- rhythms, except for 8th rests, 1. Unable to perform most rhythms correctly were excellent up to 33, where he began having trouble with groups of 8th notes and multiple TONE PRODUCTION/ARTICULATION (including slurring, etc) bounce strokes. His sticking 4. Performs with a clear sound representative of the instrument were close. I could not notice and good intonation. any change in dynamics. 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. NAME:
GRADE: 4 INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC LEVEL: pre-1 DATE: January 31, RHYTHM 2008 4. Performs with correct rhythms and keeps a steady tempo PIECE: Wooden Shoe 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. Dance COMMENTS: 2. Performs with some rhythms correctly -- has a good trumpet tone. He 1. Unable to perform most rhythms correctly tried to slur most of the time they were marked, and was NOTE ACCURACY tonguing the rest of the time. 4 correct notes & key His fingerings were correct, 3 some incorrect notes, somewhat correct key though sometimes the note 2 more incorrect notes, inaccurate key came out too high or low. 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. NAME:
INSTRUMENT: INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC Clarinet GRADE: 4 RHYTHM LEVEL: pre-1 4. Performs with correct rhythms and keeps a steady tempo DATE: January 31, 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2008 2. Performs with some rhythms correctly PIECE: Wooden Shoe COMMENTS: 1. Unable to perform most rhythms correctly Dance -- tone is great, and his rhythms
NOTE ACCURACY got better as the song went on. 4 correct notes & key At first, part of his problem 3 some incorrect notes, somewhat correct key may have been not getting a 2 more incorrect notes, inaccurate key count from me. His notes, 1 few correct notes, incorrect key slurs, and posture are right
there, too. 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. NAME:
INSTRUMENT: INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC Trumpet GRADE: 4 RHYTHM LEVEL: pre-1 4. Performs with correct rhythms and keeps a steady tempo DATE: January 31, 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2008 2. Performs with some rhythms correctly PIECE: Wooden Shoe 1. Unable to perform most rhythms correctly Dance COMMENTS: -- was completely unprepared NOTE ACCURACY for this assessment. He 4 correct notes & key breathes between almost every 3 some incorrect notes, somewhat correct key note, and since he did not 2 more incorrect notes, inaccurate key practice during the week was 1 few correct notes, incorrect key unable to get a consistent sound. --’s incorrect notes are TONE PRODUCTION/ARTICULATION (including slurring, etc) usually the right fingerings, but 4. Performs with a clear sound representative of the instrument too high or too low. 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. Grade # in # or % # or % Private Practice Perform Play More Less Surveyed grade in band in lessons at home for family with music music chorus family time? time Brighton 4th 11 72% 89% 1 8 10 5 8 3 Charleston Coventry 4th 11 63% 100% 0 7 6 10 10 1 Derby 4th 63 57% 55% 8 48 24 12 54 5 Holland 4th 7 100% 57% 3 7 6 6 6 0
Expand assessment to other grades Streamline rubrics Build in time to give individual student feedback Track 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 IMPROVISE USING THESE NOTES: E – G – A – Bb - B – D - E CHORD CHANGES
