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Performing Arts
Task 3: Assessment Commentary
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to creating, performing, or responding to music/dance/theater
by applying
Performing Arts
Task 3: Assessment Commentary
proper musical techniques, but lacks some of the technical skill and ideas about phrasing my
comments to him typically pushed him to do more musically while addressing phrasing issues
that will help the ensemble follow his playing.
- MU:Pr6.1 Perform expressively, with appropriate interpretation and technical accuracy, and in
a manner appropriate to the audience and context.
Similar to the one phrased above the small ensemble, as well as Jasons solo all fulfill this
standard of assessment. Comments directed to the ensemble all fulfill this as we are
establishing the proper interpretation and try to phrase as an ensemble. Technical accuracy
was not a concern at this point due to the lack of time to prepare prior to the concert that
evening.]
c. How will you support students to apply the feedback to guide improvement, either within
the learning segment or at a later time?
[By using questioning during group evaluation I can help lead the ensembles thinking back to
techniques that we have worked on. Every stoppage of rehearsal lends itself well to repeated
self-evaluation of ensemble performance, personal performance, and potential growth. This
type of reinforcement is a continual process that slowly establishes a mentality and process of
self-criticism so that the students themselves become hyper critical and are able to identify their
mistakes and be able to prepare around them. This feedback that as a teacher I provide helps
guide their development as a musician in their knowledge and application of musical
terminology and musical skills. ]
3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Task 2 and provide time-stamp references for language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be
footage of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the clips (using timestamp references) and/or student work samples as evidence. Evidence from the clips may
focus on one or more students.
a. Explain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function, vocabulary, and additional identified
demands from Task 1) to develop content understandings?
[Video Clip #2 from Task 2 is definitive evidence of the students utilizing the correct vocabulary
and using the correct syntax of the ensemble performance. Beyond answering the questions
asked such as Were we rushing or dragging in this section? they explain context as to which
section was dragging or on which passages the ensemble was performing incorrectly. I believe
that some of the students were unable to answer the questions using correct terminology and
that is part of the reason where silences are very common during this group evaluation. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction
Performing Arts
Task 3: Assessment Commentary
for the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[The whole class needs to continue doing group evaluation of pieces, and more importantly it
needs to be implemented in every rehearsal on every piece. This will help establish a normalcy
of asking the students to evaluate their own work. This will help diminish the amount of time
that students spend waiting for others to answer teacher questions. I believe that starting to call
on individuals and enforce a John, I will be asking you for your thoughts on how our ensemble
sound has improved in this section and what we can do better than proceed to follow up every
time, and call on individuals who are not as active in sharing their evaluations therefore making
all students participates.
I think beyond that the individual skill level of the performers themselves needs to be addressed.
More individual and private lessons, either in-school or out of school, need to be provided and
enforced through syllabus for the individuals to make significant progress to help diminish the
gap between the top performers and the bottom and allow for the understanding and mental
capabilities of the ensemble to match their performing ability. Since we have quite a few less
skilled musicians this will help raise the overall level of the ensemble, and will help establish
confidence in students who might feel self-conscious about it. ]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[Since our students are capable of learning from group thinking and processing, I believe that
introducing more of the student centered learning will help the students develop their own
sense of ownership of the ensemble. Without this, the expectation is on the teacher to make
the ensemble sound good and individuals will take less responsibility for practicing and learning
their own parts. Ownership of the ensemble will help give the students a sense of worth,
regardless which part they play and might help keep more students interested in staying in
music.
The use of evaluation also requires for the student to have a basis of understanding of the piece
both musically and socio-historically as well. I feel very strongly that using the Gordon Music
Learning Theory helps create well rounded individuals and musicians. Without this
understanding we have no basis for the evaluation and we have no basis for which direction the
piece should go. As much as I would love for this not to be teacher directed, the level of this
ensemble requires that when we introduce a new piece we go over the historical background,
we explain social implications around its writing and its style, and we help establish a basic
example of the direction of the piece.
Individual lessons are necessary for many beginning high school students to begin advancing
beyond a basic technical skill level, many of the students at this school have not had this
opportunity offered to them. By beginning lessons during my time there I was able to see
notable improvement in all members that I taught as well as seeing the improvements they
brought to the large ensemble. I think that all students should be offered this, and would love to
see lessons be a part of the syllabus, especially if they are offered during the school day and
are costing no extra money. ]