Standard 6: The teacher of PK-12 music can assess musical knowledge and skills.
Often people think that music is impossible to assess. That there is no way in order to evaluate where your students are musically. Yet it is very possible and necessary in the music classroom. Without assessment I would not be able to have a functioning music classroom. Music teachers are constantly assessing musical knowledge and skills because are classrooms can not grow without assessment. I have the knowledge to design and apply music assessment strategies to promote students’ learning, skill, and artistic development.
In my time at K-State I have had the ability to take education classes that specifically talk about how to assess students. In my education classes we talk about how to assess students after each lesson which is so important in order to know if you are able to move on the next lesson or if you need to re-design your last lesson. Specifically in our music education courses we are taught to scaffold our classrooms because of the way music learning is formed and in each level of scaffolding it is useful to assess and to make sure that students understand basic rhythm before moving on to solfege on rhythm to singing solfege on rhythm. By the end of the semester and if it is an ensemble class it is important for the teacher to know if the students are were able to perform their music and respond and assess the performance. Sometimes that can look like the students reflecting on the semester and their final performance. Another form of assessment we learn about is taking our students to contest to have outside accountability. Yet, a major key in this is not allowing our program be surrounded around the accountability.
My students will be able to benefit from this because I will always be assessing their process. My classroom needs to be focused on the growth of my students. If they are not being able to understand the music and the different skills being taught then there is problems in the classroom. The only way to know if problems are arising is by constantly assessing the students. Sometimes the problem is students are not challenged enough and that is important for the teacher to be assessing to help students get what they need in the classroom. It is also important to allow students to reflect and respond after the concert to assess if students are getting the best from your class and able to perform appropriately.
In conclusion, assessment is important in the music classroom. It is necessary to constantly be assessing students in order to fully help them gain what they need in the classroom. It is also helpful for the students to be able to reflect and respond once they have performed so the teacher has the ability to assess where to re-design their scaffolding process.
Often people think that music is impossible to assess. That there is no way in order to evaluate where your students are musically. Yet it is very possible and necessary in the music classroom. Without assessment I would not be able to have a functioning music classroom. Music teachers are constantly assessing musical knowledge and skills because are classrooms can not grow without assessment. I have the knowledge to design and apply music assessment strategies to promote students’ learning, skill, and artistic development.
In my time at K-State I have had the ability to take education classes that specifically talk about how to assess students. In my education classes we talk about how to assess students after each lesson which is so important in order to know if you are able to move on the next lesson or if you need to re-design your last lesson. Specifically in our music education courses we are taught to scaffold our classrooms because of the way music learning is formed and in each level of scaffolding it is useful to assess and to make sure that students understand basic rhythm before moving on to solfege on rhythm to singing solfege on rhythm. By the end of the semester and if it is an ensemble class it is important for the teacher to know if the students are were able to perform their music and respond and assess the performance. Sometimes that can look like the students reflecting on the semester and their final performance. Another form of assessment we learn about is taking our students to contest to have outside accountability. Yet, a major key in this is not allowing our program be surrounded around the accountability.
My students will be able to benefit from this because I will always be assessing their process. My classroom needs to be focused on the growth of my students. If they are not being able to understand the music and the different skills being taught then there is problems in the classroom. The only way to know if problems are arising is by constantly assessing the students. Sometimes the problem is students are not challenged enough and that is important for the teacher to be assessing to help students get what they need in the classroom. It is also important to allow students to reflect and respond after the concert to assess if students are getting the best from your class and able to perform appropriately.
In conclusion, assessment is important in the music classroom. It is necessary to constantly be assessing students in order to fully help them gain what they need in the classroom. It is also helpful for the students to be able to reflect and respond once they have performed so the teacher has the ability to assess where to re-design their scaffolding process.
Artifacts/Rationale:
https://docs.google.com/document/d/12zd-5hRIyJpSF9ZJqniOIFidV6Sj3FVxkmYY7wXx6ug
This is a rubric that I created for a second grade class learning call and response. This would be used for the students once they are giving their final performance of the semester. I would use this rubric to see if the students were able to use all concepts they have learned this semester. With this I will be able to evulate if I need to adjust my lessons next time we do this unit in order to provide the best learning oppurtunites for the students.
https://docs.google.com/file/d/1KAnelXhjVdSkkA-W75cyDwv9OfWPz6pp/edit?usp=docslist_api&filetype=msword
I took this artifact from a secondary unit that is learning a song, for this I provide the activity, an assessment, as well as rationale for the assesssment. I think it is important as teachers to have rationales for why we are using different assessments and not just using the rationale to use them. We should be using assessment options that are goign to bring the best situation for the students and provide a learning enviorment for growth. It is also important to be analyzing what will allow students to feel they have accomplished something and not just being tested to be tested.
https://docs.google.com/document/d/12zd-5hRIyJpSF9ZJqniOIFidV6Sj3FVxkmYY7wXx6ug
This is a rubric that I created for a second grade class learning call and response. This would be used for the students once they are giving their final performance of the semester. I would use this rubric to see if the students were able to use all concepts they have learned this semester. With this I will be able to evulate if I need to adjust my lessons next time we do this unit in order to provide the best learning oppurtunites for the students.
https://docs.google.com/file/d/1KAnelXhjVdSkkA-W75cyDwv9OfWPz6pp/edit?usp=docslist_api&filetype=msword
I took this artifact from a secondary unit that is learning a song, for this I provide the activity, an assessment, as well as rationale for the assesssment. I think it is important as teachers to have rationales for why we are using different assessments and not just using the rationale to use them. We should be using assessment options that are goign to bring the best situation for the students and provide a learning enviorment for growth. It is also important to be analyzing what will allow students to feel they have accomplished something and not just being tested to be tested.