Bauer- Authentic Assessment in Instrumental Music Education
3 sites in this article that look interesting to me are, Bauer, W.I. (2005) Music technology and assessment, Johnson, D.W., and Johnson, R.T (2004) Assessing students in groups, and Salkind, N.J. (2006). Tests and measurements for people who (think they) hate tests and measurement. I chose the Bauer because I'm really into technology and what the latest technology or computer is out there so it seemed like an article that would interest me. I choose the Johnson because I want to learn more about assessing students in groups. I feel like if I had a group of children and had to grade them all at the same time doing the same thing I would get focused on one thing or one person so the article seemed like it could help me. And I choose the Salkind because I personally hate taking tests so it seemed like it related to me so I feel like I would like reading it.
One of the websites I choose was the Authentic Assessment Toolbox site. This article has information and examples of standards, tasks, rubrics, portfolios, and workshops. As a future educator this could be important because authentic assessment is becoming increasingly more popular and not knowing much about it this website is a great source to quickly learn and find examples of what I need. I could use this type if I was teaching a theory class or say a history class and gave a multiple-choice test.
Another website I choose was SmartMusic. This website is a site selling a computer program called SmartMusic and has many different videos showing what the product is and what it does. SmartMusic is a computer program that has almost any music you could possibly be looking for and allows students to listen to themselves and see which notes and rhythms they missed. I could use this in the future as a teacher by assigning homework for students to practice and email their recordings or logs of using the software.
Frederick Burrack- Enhanced Assessment in Instrumental Programs
This article was about different was to assess student other than attendance and the sound of the final production. Other assessments than can be used are student-self assessment and large group assessment. Self-assessments can be used where a student records themselves and listens to the recording and makes comments and reactions to their own playing. Large group assessment is where students listen to the recording of the whole group playing and assess the group themselves and share what they think they need to work on.
I'v done both of these methods in my schooling. In college conducting class we use self-evaluation a lot. We record our conducting tests and then have a couple days to watch them and make comments on what we see ourselves doing and what we need to improve on. In high school we would listen to recordings of the concerts the next class day after it happened. We would share out loud what we heard and what we liked and what we didn't like from the recording
I think both of these methods are very useful methods. I really enjoy the self-evaluation personally. I use it a lot both in conducting and playing. If you record yourself playing and listen to it back you will hear things that you don't hear while your playing because you might be focused on other things such as right notes and rhythms. Recording and listening allows you to focus on phrasing and things you just cant hear that well while playing.
Cambell- Chapter 13
This chapter is about different types of assessment, ways to implement effective assessment, models of assessment, and ways to grade. Types of assessment are diagnostic, formative, summative, evaluation. The ways to implement effective assessment is for teachers to identify goals, and turn those goals into outcomes. Models of assessment are checklists, rating scales, and rubrics. Other ways to assess is self-assessment and journals.
In high school I have been assessed in all of these ways. The models of assessments that I have seen while I have been in school are rating scales and rubrics. While in school one of the most effective assessment that worked for me personally was the self-evaluation. I felt like I was able to quickly assess what was wrong in my playing and I was able to hear thing that I wouldn't have heard with out recording and listening to myself.
I like all of these types of assessments. I think they all work very well. I like the many options because some thing work better for some students. I don't really understand the checklists though. I don't think checks are an accurate grade. I think its easier to give a number or a grade, it is easier to add up in the end.
Thursday, October 20, 2011
Thursday, October 13, 2011
Readings #6 due 10-13-11
Lehman-The Power of the National Standards
This article started out with how different teachers viewed and felt about the national standards. Some teachers feel like it is difficult to meet all the standards in the time they have with all the different ensembles that they need to teach. Other teachers felt it was difficult because some of the standards are things they have never seen before, taught before, or know how to do well themselves. Other teachers feel like the standards are good but irrelevant to their job. This is because they already had the standards implemented into their classes and did not need to change anything to meet the standards. Another important part of the article was why the national standards are important. The points they made were that the standards will: benefit students, focus efforts, clarify expectations, bring equity to expectations, move music beyond entertainment, give a basis for claiming needed resources, give a basis for insisting on qualified teachers, give a basis for assessing music learning, give music a place at the curricular table, and provide a vision.
In writing sample lesson plans in class. It would be hard to imagine how to not incorporate the national standards into any lesson. They are very broad and it is easy to incorporate a standard into teaching. Such as standard 6, listening to , analyzing, and describing music, this one would be easy to incorporate into a lesson. Say you just had a concert and it was recorded you could have your students listen to the concert. You could have a discusion on how they felt about what they hear.
I agree with the teachers who think that the standards are a good thing and easy to implement. This is probably because they way I'm learning right now, with everything being based around the standards. It just seems to me like it would be imposible to go a whole semester or even a whole year with out being able to teach 10 standards to students. Especially because they are very broad standards.
Lehman- 10 Years of National Standards
This article was all question and answer with Paul Lehman, former president of MENC, about the national standard in the past 10 years and where they are going in the future. Lehman believes that the standards have made a huge impact in music education but also have a way to go. Such as lack of staff, time and resources in the schools. Lehman also talks about advocacy and how the standards are trying to meet what politicians want to see. Along with the standards music educational associations have formed to raise advocacy of music education. Lehman adds in the end that most of todays educational issus are focused on No Child Left Behind. So this puts to much emphasis on testing instead of teaching like the standards.
I agree with Lehman when he says he would like to see more general music in the high school level. I guess being a musician and being able to read music like it is another language, it seems weird when I meet someone who does not know how to read music. Its almost like meeting someone who doesn't know how to speak english. I also think it would be nice to see more students taking general music or like a music theory or history class in high school.
Reimer- Reconceiving the Standards and the School Music Program
This article is about can be redone to make the learning experience wider and better for students. Reimer believes that we do not focus enough on all of the standards just 1 and 2. He says that it is possible to be musical without performing by being musical in your thinking.
This article started out with how different teachers viewed and felt about the national standards. Some teachers feel like it is difficult to meet all the standards in the time they have with all the different ensembles that they need to teach. Other teachers felt it was difficult because some of the standards are things they have never seen before, taught before, or know how to do well themselves. Other teachers feel like the standards are good but irrelevant to their job. This is because they already had the standards implemented into their classes and did not need to change anything to meet the standards. Another important part of the article was why the national standards are important. The points they made were that the standards will: benefit students, focus efforts, clarify expectations, bring equity to expectations, move music beyond entertainment, give a basis for claiming needed resources, give a basis for insisting on qualified teachers, give a basis for assessing music learning, give music a place at the curricular table, and provide a vision.
In writing sample lesson plans in class. It would be hard to imagine how to not incorporate the national standards into any lesson. They are very broad and it is easy to incorporate a standard into teaching. Such as standard 6, listening to , analyzing, and describing music, this one would be easy to incorporate into a lesson. Say you just had a concert and it was recorded you could have your students listen to the concert. You could have a discusion on how they felt about what they hear.
I agree with the teachers who think that the standards are a good thing and easy to implement. This is probably because they way I'm learning right now, with everything being based around the standards. It just seems to me like it would be imposible to go a whole semester or even a whole year with out being able to teach 10 standards to students. Especially because they are very broad standards.
Lehman- 10 Years of National Standards
This article was all question and answer with Paul Lehman, former president of MENC, about the national standard in the past 10 years and where they are going in the future. Lehman believes that the standards have made a huge impact in music education but also have a way to go. Such as lack of staff, time and resources in the schools. Lehman also talks about advocacy and how the standards are trying to meet what politicians want to see. Along with the standards music educational associations have formed to raise advocacy of music education. Lehman adds in the end that most of todays educational issus are focused on No Child Left Behind. So this puts to much emphasis on testing instead of teaching like the standards.
I agree with Lehman when he says he would like to see more general music in the high school level. I guess being a musician and being able to read music like it is another language, it seems weird when I meet someone who does not know how to read music. Its almost like meeting someone who doesn't know how to speak english. I also think it would be nice to see more students taking general music or like a music theory or history class in high school.
Reimer- Reconceiving the Standards and the School Music Program
This article is about can be redone to make the learning experience wider and better for students. Reimer believes that we do not focus enough on all of the standards just 1 and 2. He says that it is possible to be musical without performing by being musical in your thinking.
Thursday, October 6, 2011
Readings #5 due 10-6-11
Campbell Chapter 4
This chapter talks about the different national standards and educational systems that work in 11 countries around the world. All the countries work differently but have the same basic idea which is to set standards that every school should meet to teach their students. Like in the United Kingdom out music is based of of church and community.
I don't have any experience with education in other countries considering I have never been outside of the United States. One day I would really like to visit Australia to see their educational system first hand. I feel like it would be very interesting and exciting.
I can see how other countries systems and standards are different based on the countries history. Like with China gear toward socialist views due to their communist background.
History of the National Standards
This article is exactly what the title says. It is an overview of the history of National Standards. The idea of National Standards started in 1992. the National Committee for Standards in the Arts oversaw the production of the National standards. The standards and split into 3 groups K-4, 5-8, and 9-12. The Standards were approved on March 11, 1994. For many schools this means more work to meet the standards.
Doty- Using the Ohio Standards
This article is about the Ohio Fine Arts Standards and how we use them. The Fine Arts Standards include dance, drama/theatre, music and visual art. There are 5 common standards in the Ohio Fine Arts Standards and they are historical, cultural, and social contexts, creative expression and communication, analyzing and responding, valuing the arts/aesthetic reflection, and connections, relationships, and applications. Historical, cultural, and social contexts is for students to study the arts from many time periods and cultures. We want them to do this through forming describing and creating art. Creative expression and communication is all about the performing part of what we do as musicians. Analyzing and responding deals with being able to have a response to something a student has heard and we encourage students to have opinions on music they hear. Valuing the arts is important so that student can feel a connection to a piece of music they are playing and appreciate the music.
This chapter talks about the different national standards and educational systems that work in 11 countries around the world. All the countries work differently but have the same basic idea which is to set standards that every school should meet to teach their students. Like in the United Kingdom out music is based of of church and community.
I don't have any experience with education in other countries considering I have never been outside of the United States. One day I would really like to visit Australia to see their educational system first hand. I feel like it would be very interesting and exciting.
I can see how other countries systems and standards are different based on the countries history. Like with China gear toward socialist views due to their communist background.
History of the National Standards
This article is exactly what the title says. It is an overview of the history of National Standards. The idea of National Standards started in 1992. the National Committee for Standards in the Arts oversaw the production of the National standards. The standards and split into 3 groups K-4, 5-8, and 9-12. The Standards were approved on March 11, 1994. For many schools this means more work to meet the standards.
Doty- Using the Ohio Standards
This article is about the Ohio Fine Arts Standards and how we use them. The Fine Arts Standards include dance, drama/theatre, music and visual art. There are 5 common standards in the Ohio Fine Arts Standards and they are historical, cultural, and social contexts, creative expression and communication, analyzing and responding, valuing the arts/aesthetic reflection, and connections, relationships, and applications. Historical, cultural, and social contexts is for students to study the arts from many time periods and cultures. We want them to do this through forming describing and creating art. Creative expression and communication is all about the performing part of what we do as musicians. Analyzing and responding deals with being able to have a response to something a student has heard and we encourage students to have opinions on music they hear. Valuing the arts is important so that student can feel a connection to a piece of music they are playing and appreciate the music.
Friday, September 30, 2011
Readings #4 due 9-29-11
Bauer- Classroom Management for Ensembles
What Bauer was trying to get at with this article was basic steps or ways to be a better teacher and how to make things run more smoothly in the classroom setting. He focused on things such as being proactive and planning ahead. This leads to having lesson plans and preparing scores so you are ahead of the students and ready to answer questions. He also mentioned making sure that students and teachers should come into class with “minds-on” and ready to teach/learn. Another good idea mentioned was having a discipline plan ready so when a student acts up the teacher does is ready to react and able to set the student right.
All of the teachers I have had have always been ready for class and ready to teach. They either had a good set lesson plans or scores studied. In my high school band we had trouble with students always being ready to learn and not having “minds-on” as Bauer says. It disrupted from rehearsal a bit because students would be talking and it would make it hard to focus for the students that were ready to learn. The only discipline plan our teacher had for students disrupting class was lowering their grade for the day.
I completely agree with everything in this article. I love the idea of needing to be proactive. I believe being ahead of the game and having plans ready and just being ready for class in general will make you more happy, making the students more excited to come to class. No student wants to go to a class were the teacher is not happy and not ready for the class. I also agree that always acting and speaking like a professional is very important. If you can not separate your self from the students mentally and emotionally, you should not be in front of them trying to teach them. I believe students show more respect for someone with authority than if someone was acting just like them.
Marzano-The Key to Classroom Management
Marzano’s article was mostly about creating a good friendly, interactive relationship with your students. Research shows that students prefer to have a teacher who will work with them and have a friendlier attitude. If students get along with the teacher they are less likely to act up. The other part of this article was mostly about establishing expectations and consequences. If a student understands the expectations and the consequences if they don not meet those expectations they will be more likely to not push limits and see how much they can get away with.
In high school my choir director was really friendly and had a good relationship with all of her students. I always felt more “at home” in choir than any other class just because of the atmosphere from the teacher.
I agree having a good relationship with the students is good but I believe that you should still be a little distant because if you are too close to students that could become a problem in the future. Establishing expectations and consequences early is a very good idea. Students need to know what you are expecting of them, just like you know they are expecting you to teach them. Consequences are good to establish also so that students know if they misbehave they can not come up to you saying “but I didn’t know that was going to happen if I did this.”
Wednesday, September 14, 2011
Reading #2 Due 9-15-11
Eisner-Preparing for Today and Tomorrow
I disagree with this article. I believe the best way to teach and prepare students for the future should be based on the past. If students dont know what happened in the past how can they learn from mistakes of others and make a better future. Just ignoring past mistakes is not a good way to go. Mistakes are the greatest learning device, I believe.
Leonard-Qualities that make some directors outstanding
I agree with Leonard when he says that the director must maintain regular contact with every student and and every parent. This way the students will know you care about them and feel more confident. The parents will also know you are interested in how the individual student is doing and you care if they are succeeding. I understand how it is hard to maintain a regular contact with over 100 students if you have a large ensemble or so but even just a simple hello or so as a student passes and asking how they are doing every couple days is sometimes all it takes. I also agree how preparation is a huge thing. If you go into a class not knowing what your doing no student will respect you. Making you lose your authority and losing control in the classroom. I know i would think it would be a huge joke if my teacher came into the class completely unprepared without the score ready. Maybe not knowing what the beat pattern was or not knowing what part had the melody. Just not ready to teach.
Kantorski- Characteristics of a good teacher
I agree with this article. I believe that these are characteristics we see in every great teacher we have all had since we were little. Such as being organized, of course, if you can keep all of your stuff together instead of always loosing things and being all over the place and you can just always know where something is and not waste time your going to just be better off in general. I agree with asking questions that make students think a little more also. I believe anyone can just repeat information but if you can ask them a question to make sure they understand the information you gave to them then you know they really learned what you wanted them to learn.
I disagree with this article. I believe the best way to teach and prepare students for the future should be based on the past. If students dont know what happened in the past how can they learn from mistakes of others and make a better future. Just ignoring past mistakes is not a good way to go. Mistakes are the greatest learning device, I believe.
Leonard-Qualities that make some directors outstanding
I agree with Leonard when he says that the director must maintain regular contact with every student and and every parent. This way the students will know you care about them and feel more confident. The parents will also know you are interested in how the individual student is doing and you care if they are succeeding. I understand how it is hard to maintain a regular contact with over 100 students if you have a large ensemble or so but even just a simple hello or so as a student passes and asking how they are doing every couple days is sometimes all it takes. I also agree how preparation is a huge thing. If you go into a class not knowing what your doing no student will respect you. Making you lose your authority and losing control in the classroom. I know i would think it would be a huge joke if my teacher came into the class completely unprepared without the score ready. Maybe not knowing what the beat pattern was or not knowing what part had the melody. Just not ready to teach.
Kantorski- Characteristics of a good teacher
I agree with this article. I believe that these are characteristics we see in every great teacher we have all had since we were little. Such as being organized, of course, if you can keep all of your stuff together instead of always loosing things and being all over the place and you can just always know where something is and not waste time your going to just be better off in general. I agree with asking questions that make students think a little more also. I believe anyone can just repeat information but if you can ask them a question to make sure they understand the information you gave to them then you know they really learned what you wanted them to learn.
Wednesday, September 7, 2011
Reading #1 due 9-8-11
Campbell Chapter 1
I agree with the author when she mentions music as a "fall-back" career, and how teaching is not for everyone. She says how many people consider teaching music as the career to get into if they couldn't make it in another musical career such as composing or performing. Only some people are ment to be teachers and have the personal skills to be a teacher. Not just anyone who knows music very well can teach it. In Campbell's section "Tales of Five Musicians" I do not agree how she says that people who declare an interest in music education were incredibly sucessful and the best in their high schools. I believe many students can find a great career in music education and be very interested in it even if they're not "the best".
Campbell Chapter 2
I agree when the author says music educators personally "must have music" in their lives because If you don't have a passion for music and your trying to teach it, you can become a boring teacher who hates what they are doing with their lives.
Bianco-Ohio's First School Band Contest
I don't think it was fair that each band in the contest could only enter 2 or less soloist. I feel anyone who wanted to compete should have a chance. It makes me thankful for solo and ensemble contest we have now. I like how the march back then was used as a warm up and not judged. Before contest now, good opportunities to warm up are not given. I do like how the "Review of bands" seemed more light-spirited and more of just a friendly fun competition.
Sanders-Important influences on the Intro of Music in Ohio's Schools
Its very interesting to see how big of an impact Ohio was in bring music out west in school. The thing I didn't like about this article was that it was mostly about the spread of music to the west when the article was about music in Ohio's schools. So before I read it I was expecting something a little different
I agree with the author when she mentions music as a "fall-back" career, and how teaching is not for everyone. She says how many people consider teaching music as the career to get into if they couldn't make it in another musical career such as composing or performing. Only some people are ment to be teachers and have the personal skills to be a teacher. Not just anyone who knows music very well can teach it. In Campbell's section "Tales of Five Musicians" I do not agree how she says that people who declare an interest in music education were incredibly sucessful and the best in their high schools. I believe many students can find a great career in music education and be very interested in it even if they're not "the best".
Campbell Chapter 2
I agree when the author says music educators personally "must have music" in their lives because If you don't have a passion for music and your trying to teach it, you can become a boring teacher who hates what they are doing with their lives.
Bianco-Ohio's First School Band Contest
I don't think it was fair that each band in the contest could only enter 2 or less soloist. I feel anyone who wanted to compete should have a chance. It makes me thankful for solo and ensemble contest we have now. I like how the march back then was used as a warm up and not judged. Before contest now, good opportunities to warm up are not given. I do like how the "Review of bands" seemed more light-spirited and more of just a friendly fun competition.
Sanders-Important influences on the Intro of Music in Ohio's Schools
Its very interesting to see how big of an impact Ohio was in bring music out west in school. The thing I didn't like about this article was that it was mostly about the spread of music to the west when the article was about music in Ohio's schools. So before I read it I was expecting something a little different
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