From Pass-Offs to Passion:

Reaching Student Ownership Through Assessment

Presented by Frank Troyka
66th Annual Midwest Clinic
Wednesday, December 19, 2012
McCormick Place West 2:30 PM Room W181

OBJECTIVES
Develop competent musicians at every level. Create appropriate challenges
and opportunities at the very top.
Encourage participation for the long haul.
Develop quality-seekers.
Develop self-directed learners.
Develop responsible, contributing musicians.
STRATEGY
Use assessment tools that kids can understand and use in collaboration with
the teacher.
Create some form of short-term, genuine success that forms the foundation
for long-term results.
Provide structure, direction and vision.
Be available. This is a time-intensive process.
Pedagogy must be systematic and sequential: What is taught early on must
be compatible with what is expected later (back to short-term and longterm). Skills must build one upon another.
TOOLS
Rubrics, student and teacher versions.
Scale strips for immediate, concrete feedback.
Spreadsheets to track results.
Classroom displays so students can monitor the process and their progress
within it.
APPLICATION
Information
o The teacher must become an expert and must be perceived as one
(ask questions, embrace your ignorance!).
o The teacher must be able to diagnose accurately and prescribe
solutions (systematic pedagogy!).
o Information must be delivered on various levels (large ensemble, small
ensemble, individual)
Accountability
o Move the commitment up front. Establish thresholds (involve students
in establishing standards).
o Constantly point out the connection between practice and progress.
o Keep accountability high so that success is encouraged and highly
likely. This leads to ownership!
o Challenge them appropriately and be flexible.

Page 1 of 2

Creating success: Going from external to internal.

o Insure understanding of the process (You earned, not I gave you).
o Reflect on the process, momentarily and over time.
o Build safeguards in the process: students always keep their highest
scores.
o Ownership.

FINAL THOUGHTS (and a few cautionary words)

All great teachers are lifelong learners. Never pretend you know something
you dont! The answers are out there! (Thats why were all here!).
Among the most rewarding outcomes of this process is the strengthened
musical relationship between the individual student and the teacher. Every
pass-off is really a short private lesson partnership.
Since students are able to chart their progress and achievement, they can
more accurately predict outcomes (band placement, audition results, etc.). It
doesnt come down to just one audition (or having a good or bad day).
The system presented here evolved over a period of years. It can
easily overwhelm both the student and the teacher. If students are
not accustomed to high accountability, start with small, achievable
objectives.
Adapt the materials to suit the specific circumstances (even the language
may need to be modified). The materials presented here undergo annual
revisions.
Look for kids who fall behind. Spend extra time with them so they stay
encouraged.
Special thanks to The Midwest Clinic
Richard Crain, President
Anna Collinge, Executive Administrator
Rich Piagentini, Executive Assistant
In keeping with the theme of this 66th Annual Midwest Clinic,
In Honor of Our Mentors,
deepest gratitude is extended to...
Matthew McInturf
Director of Bands, Sam Houston State University, Huntsville, Texas
Lynne Jackson
Adjunct Assistant Professor of Music, Southern Methodist University, Dallas, Texas
Dr. Tim Lautzenheiser
Vice President, Division of Education, Conn-Selmer, Inc.
Malcolm Helm
Director of Bands (deceased), Lake Highlands High School, Richardson, Texas
Philip Geiger
Director of Bands (retired), Westfield High School, Spring, Texas
Eddie Green
Director of Bands (retired), University of Houston, Texas
Page 2 of 2






















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GRADING CRITERIA for the 3RD SIX WEEKS, 2012

GRADING SUMMARY

SKILLS (etude preparation)..........................................25% DAILY PARTICIPATION ................................25%

FUNDAMENTALS (scales)...........................................25% PERFORMANCE ...........................................25%

ALL-STATE ETUDES

Twenty-five percent (25%) of the third six-weeks band grade is determined by achievement on each of three All-State etudes
(SKILLS grade). Full Credit on etudes means the student's performance represents a focused effort and a high level of
achievement appropriate for the concert band for which he/she qualified at the end of the last semester (Symphonic I,
Symphonic II, Symphonic III, or Concert I). Partial Credit means the student's performance reflects effort and attention to
quality and is worthy of receiving some, but not all, of the points available for that assignment. Zero credit means that the
performance fell short of the students potential and that extra effort is needed to earn credit. NOTE: Students in Symphonic
III or Concert I are responsible for the Freshman Cuts only UNLESS they wish to be considered for Sym I or Sym II, in which
case they must prepare the entire etude and participate in the All-Region Band audition on December 1 & 3, 2012. THE
DEADLINE TO PLAY ETUDES IS THE END OF CLASS ON FRIDAY, NOVEMBER 30.

SCALES

Scales are worth 25% of the third six-weeks grade (FUNDAMENTALS grade). All students will perform the Extended Range
scales (Varsity ranges for Sym I and II; Non-Varsity ranges for Sym III and Concert I). Concert I members are required to
prepare ONLY nine scales as identified on the scale sheet. Once a students scale score reaches the level for his band, all
points are awarded in full. There is no partial credit on scales. THE DEADLINE TO PLAY SCALES IS THE END OF CLASS
ON MONDAY, DECEMBER 10.

ETUDE/SCALE CREDIT
BY BAND

SYM I GRADING CRITERIA

Etudes
Score of 61 or higher Grade of 100
Score of 56-60
Grade of 90
Score of 51-55
Grade of 75
Score of 45-50
Grade of 60
Major Scales: Total score of 72
Chromatic Scale: 20 or higher

SYM II GRADING CRITERIA

Etudes
Score of 51 or higher Grade of 100
Score of 46-50
Grade of 90
Score of 41-45
Grade of 75
Score of 35-40
Grade of 60
Major Scales: Total score of 66
Chromatic Scale: 15 or higher

SYM III GRADING CRITERIA

Etudes
Score of 41 or higher Grade of 100
Score of 36-40
Grade of 90
Score of 31-35
Grade of 75
Score of 25-30
Grade of 60
Major Scales: Total score of 60
Chromatic Scale: 10 or higher

CON I GRADING CRITERIA

Etudes
Score of 35 or higher Grade of 100
Score of 33-34
Grade of 90
Score of 31-32
Grade of 75
Score of 25-30
Grade of 60
Major Scales: Total score of 45
Chromatic Scale: 10 or higher

PARTICIPATION

The daily PARTICIPATION grade is worth 25% and is awarded in full. Deductions are made for:
Failure to attend or arrive punctually to all morning and/or afternoon rehearsals; failure to have music, pencils, tuners and
microphones, etc.; failure to complete procedures such as having measures correctly numbered. HONORS BAND materials
are considered part of the PARTICIPATION grade.

PERFORMANCE

The PERFORMANCE grade is worth 25% and is based strictly on punctuality and attendance at all required performances.
There is no make-up assignment for a missed performance. There are five performances scheduled during the 3rd six weeks:
Varsity football game vs. Skyline (11/9); Gridiron Echoes concert (11/15); All-Region Phase I OR Richardson Christmas
Parade (12/1); All-Region Phase II (12/3); Holiday Concert (12/13).

THRESHOLDS FOR BAND PLACEMENT

Symphonic Band I:

Score of 61 or higher on each etude excerpt. Major scale score of 72 or higher with no single scale score lower than 6.
Chromatic scale score of 20 or higher. Must have a favorable record of academic eligibility. Students must agree to participate
in and meet the expense of spring travel (per the Band Handbook).
Symphonic Band II: Score of 51 or higher on each etude excerpt. Major scale score of 66 with no single scale score lower than 5. Chromatic scale
score of 15 or higher. Must have a favorable record of academic eligibility. Students must agree to participate in and meet the
expense of spring travel (per the Band Handbook).
Symphonic Band III: Score of 41 or higher on each etude excerpt. Major scale score of 60 with no single scale score lower than 5. Chromatic scale
score of 10 or higher. Must have a favorable record of academic eligibility. Students must agree to participate in and meet the
expense of spring travel (per the Band Handbook).
Concert Band I:
Score of 35 or higher on each etude excerpt. Major scale score of 45 (9 major scales only) with no single scale score lower than
5. Chromatic scale score of 10 or higher. Must have a favorable record of academic eligibility. Students ARE STRONGLY
ENCOURAGED to participate in and meet the expense of spring travel.
Concert Band II:
Score below of 35 on ANY etude excerpt. Major scale score of below 35. Chromatic scale score below 10.
A student will advance a band provided he/she reaches the thresholds specified above and provided the instrumentation is balanced for that
ensemble. Exception: There is no instrumentation restriction on placement in Symphonic Band III or Concert Band I. Every student who qualifies for
either of these two ensembles will be accepted.
SCHEDULE
CONFLICTS

If a schedule conflict prevents a student from placement in the band for which he/she has qualified, the student will be placed in
the next band lower. Students will not be placed in a higher band for scheduling purposes without meeting the requirements for
that ensemble.