Valeria Gulino

Analysis of a Trade Journal Article

I analyzed the article “Assessment in Performance-Based Secondary Music Classes” from the

Music Educators Journal. I liked this article because in past classes, assessment in music has been a

topic of discussion. Can you hand out a test about your music class? Can you really grade musicianship?

This article answered these questions and gave advice and examples from other teachers.

First, the authors of the article spoke about why we have to measure our students’ success: it

gives constructive feedback to both the teacher and the student. The student during and after the

assessment, will understand what they need to work on, and can be guided by the teacher. The teacher

can find out what their students’ aren’t quite understanding and what they have solidified. Both the

teacher and the student, from the assessment, can change their approaches to

teaching/learning/practicing and improve themselves. I think this is very important, as sometimes band

or choir directors can get caught up in their ensemble rehearsals without really hearing what each

contributing member is doing, and if they are improving.

The article also presented an example of an assessment. A student presents a prepared piece--

an etude, excerpt from UIL music, scale, etc.—and the teacher listens. The teacher can “grade” this

performance based on a rubric of skills and techniques that the student is responsible for. For example,

these skills may be tone production, pitch control, dynamics played, smooth finger technique, posture,

and correct rhythms and notes. I like the idea of this rubric, so teachers don’t feel so intimidated by the

question of “can music be graded”? This also helps students focus and have direction on what their

director wants out of their playing.

“Assessment in Performance-Based Secondary Music Classes”. Pellegrino Kristin, Conway Colleen M,

Russel Joshua A. Music Educators Journal. September 2015. Vol. 102 Issue 1, p48-55.