QCC COURSE OBJECTIVES FORM (Short)
Fall 2004, rev. 6/15/07
Date: December 17, 2012
Department: Music
Course:
Music for Teachers of Children
Curriculum or Curricula: Dual/Joint Program in Early Childhood/Elementary Education (LE-1)
TABLE 1: EDUCATIONAL CONTEXT OF THE COURSE
Educational Context:
This is an introductory course for education majors in the basic concepts of music education and music
activities for children, and for elementary schoolteachers who wish to incorporate music into their daily
curriculum. This course includes experiences in the basic language of music as well as a multicultural
vocal repertoire for holidays, everyday singing and listening skills. The major components of this course
are the combination of experiential classroom activities along with the development of skills in
compliance with the guidelines set forth in the New York State Learning Standards for the Arts.
TABLE 2: CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1
and 2:
Curricular objectives addressed by this course
Objective B: Students will demonstrate a progressive understanding of the various elements and basic
interrelated processes of creation, interpretation, and execution within their discipline.
1.
2. Objective C: In written work, discussion and creation of art, students will appropriately utilize the
vocabulary of their respective discipline.
. Objective F: Students will be able to place works of art and/or performances in historical and
stylistic contexts and demonstrate appreciation of the cultural milieu in which they were created
3.
1 (11)
TABLE 3: GENERAL EDUCATION OBJECTIVES
General educational objectives addressed by this course: Select from preceding list.
Gen Ed objective’s
identification number
from preceding list
(1-10)
(1.) communicate effectively through reading, writing, listening and speaking
(2.) use analytical reasoning to identify issues or problems and evaluate evidence
in order to make informed decisions
(5.) integrate knowledge and skills in their program of study
(10.) apply aesthetic and intellectual criteria in the evaluation or creation of works
in the humanities or the arts
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
1) Demonstrate the ability to
lead a focused repertoire of
classroom music activities with
elementary school aged
children.
Learning outcomes
a) The ability to lead classroom music activities of varied
length, content and tempi.
b) The ability to incorporate educational standards into
classroom music activities for children.
2) Develop a greater
understanding of the basic
language of music, develop an
awareness of multicultural
vocal repertoire for holidays,
everyday singing and listening
skills.
a) The ability to lead classroom music activities of
multicultural vocal repertoire for classroom use.
b) The ability to incorporate educational standards into
classroom music activities for children.
3. Students will demonstrate
the ability to create, perform
and participate in the process
of music making.
a) The ability to lead classroom music activities of varied
length, content and tempi.
b) The ability to incorporate educational standards into
classroom music activities for children.
2 (11)
4. Students will differentiate
and distinguish the different
arts materials and resources.
a) The ability to know, differentiate and distinguish the
different styles of music, instrument families, and resources for
classroom use.
b) The ability to incorporate educational standards into
classroom music activities for children.
5. Students will respond to and a) The ability to know, differentiate and understand important
analyze different elements of works of music and milestones in music history
early childhood classroom
b) The ability to incorporate educational standards into
music.
classroom music activities for children.
6. Students will learn to
a. Students will analyze and display an understanding of the
recognize and understand the cultural dimensions and contributions of music throughout the
cultural dimensions and
history of mankind.
contributions of music in early
childhood education.
7. Students will demonstrate
knowledge of the definitions
of terms used to describe the
elements of music.
8. Students will differentiate
and distinguish the different
uses of the elements of music
by composers throughout
music history.
9. Students will interpret
musical works.
a. Students will accurately define common terms used in
describing elements associated with time in music: e.g., beat,
rhythm, meter, tempo, etc.
b. Students will accurately define common terms used in
describing elements associated with pitch in music: e.g., note,
interval, scale, key, chord, harmony, etc.
a. Students will describe the characteristics of musical
compositions through a description of the different ways
composers have utilized the elements of music.
a. Students will analyze and learn to incorporate seminal works
of music into the early childhood classroom curricula.
3 (11)
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will
address at least one general educational objective, one curricular objective (if applicable),
and one or more of the course objectives. Please identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Demonstrate the ability to lead a broad repertoire of classroom music activities with
elementary school aged children.
2. Develop a greater understanding of the basic language of music, develop an awareness of
multicultural vocal repertoire for holidays, everyday singing and listening skills.
4. Students will differentiate and distinguish the different arts materials and resources
5. Students will respond to and analyze different elements of early childhood classroom music.
8. Students will differentiate and distinguish the different uses of the elements of music by
composers throughout music history.
Curricular Objective(s) selected for assessment: (select from Table 2)
Objective B: Students will demonstrate a progressive understanding of the various elements
and basic interrelated processes of creation, interpretation, and execution within their
discipline.
Objective C: In written work, discussion and creation of art, students will appropriately utilize
the vocabulary of their respective discipline.
Objective F: Students will be able to place works of art and/or performances in historical and
stylistic contexts and demonstrate appreciation of the cultural milieu in which they were
created.
4 (11)
General Education Objective(s) addressed in this assessment: (select from Table 3)
(2.) use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions
(5.) integrate knowledge and skills in their program of study
(10.) apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this
project. In writing the description, keep in mind the course objective(s), curricular objective(s) and the
general education objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session (such as a
lab) or over several class sessions. Since any one assignment is actually a complex activity, it is likely to
require that students demonstrate several types of knowledge and/or thinking processes.
Also in Table 6 (see the sample that follows), please
a) identify the three to four most important student learning outcomes (1-4) you expect from this
assignment
b) describe the types of activities (a – d) students will be involved with for the assignment, and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student
outcomes. (Classroom assessment tools may include paper and pencil tests, performance
assessments, oral questions, portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered in an Assessment
Portfolio for this course.
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT
TOOLS
Briefly describe the assignment which will be assessed:
The exercise is divided into two parts. For the first part, students will hear four examples of
musical instruments from the six instrument families (voice, percussion, brass, woodwinds,
strings and electronic music) demonstrated in week two of the class. The four instrument
demonstrations will feature one each of the following: brass, woodwind, percussion and
strings. Students are asked to listen for and analyze how the different musical instruments are
used in each excerpt and to match that with their understanding of the stylistic elements
characteristic of the different instruments.
The students are then asked to make a determination for each excerpt, as to during which
period they believe each one was composed. (All four excerpts are performed three times, to
assist in directing their attention more closely to the elements on display.)
5 (11)
In the second part of the assessment, excerpts from instrument families (voice, percussion,
brass, woodwinds, strings and electronic music) that were studied in class two are performed.
Again, based on their knowledge of the style characteristics of these instruments, the students
are to listen for and analyze the treatment of the musical elements and to match their analysis
with the appropriate instrument family. (The musical works featured in this section were not
studied in class, but they share the style characteristics of other works by the same instrument,
which were studied in class.) All five excerpts are performed three times, to assist in directing
their attention more closely to the elements on display.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tool(s) will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
1. Students will demonstrate the
ability to identify commonly
used musical instruments from
a broad repertoire of classroom
music activities with
elementary school aged
children. (Curric. Obj. B, C and
F; Gen. Ed. Obj. 2, 5)
a. Students will listen to
excerpts of musical works
featuring various musical
instruments that are not
known to them.
A. For section one, student
responses will be judged
against the actual instrument
families the excerpts that
were demonstrated in class
two. Student responses to
the four excerpts will be
either "correct" or "not
correct."
b. Students will assess the
treatment of the various
elements of musical
2. Students will identify the use instruments associated
classroom activities in the
by composers in recorded
musical examples of the various unknown excerpts.
elements of music associated
c. Students will asses the
with pitch in music. . ((Curric.
Obj. B and F; Gen. Ed. Obj. 2, treatment of the various
elements of musical
5, 10)
instruments associated with
pitch in the unknown
3. Students will describe the
excerpts.
characteristics of musical
instruments through a
d. Students will compare
description of the different
their hearing of these
classroom activities
musical instruments in the
demonstrated in class. (Curric.
Obj. B, C and F; Gen. Ed. Obj. unknown excerpts with their
understanding and
2, 5, 10)
knowledge of the familiar
instrument families (voice,
4. Students will identify
percussion, brass,
musical instruments as
woodwinds, strings and
belonging to a specific family
of musical instruments (e.g.,
6 (11)
B. For section two, student
responses will be judged
against the actual instrument
families the excerpts that
were not demonstrated in
class two and are unknown
excerpts. Student responses
to the five excerpts will be
either "correct" or "not
correct."
voice, percussion, brass,
woodwinds, strings and
electronic music). (Curric. Obj.
B, and F; Gen. Ed. Obj. 2, 5,
10)
electronic music)
e. Based upon their analysis
of the musical instruments in
the unknown excerpts and
upon their comparison of
5. Students will identify
this to their knowledge of
musical instruments as
specific instruments and
representative of genre of
with specific classroom
classroom activities (e.g., works activities, students will make
for group singing, music play,
determinations as to the
music and movement etc.).
proper instrument families.
(Curric. Obj. B, C and F; Gen.
Ed. Obj. 2, 5, 10)
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will
be measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a
version of it) may be given to the students with the assignment so they will know what the instructor’s
expectations are for this assignment.
Please note that while individual student performance is being measured, the assessment project is
collecting performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
The exercise is divided into two parts. For the first part, students will hear four examples of
musical instruments from the six instrument families (voice, percussion, brass, woodwinds,
strings and electronic music) demonstrated in week two of the class. The four instrument
demonstrations will feature one each of the following: brass, woodwind, percussion and
strings. Students are asked to listen for and analyze how the different musical instruments are
used in each excerpt and to match that with their understanding of the stylistic elements
characteristic of the different instruments.
The students are then asked to make a determination for each excerpt, as to during which
period they believe each one was composed. (All four excerpts are performed three times, to
assist in directing their attention more closely to the elements on display.)
In the second part of the assessment, excerpts from instrument families (voice, percussion,
brass, woodwinds, strings and electronic music) that were studied in class two are performed.
Again, based on their knowledge of the style characteristics of these instruments, the students
7 (11)
are to listen for and analyze the treatment of the musical elements and to match their analysis
with the appropriate instrument family. (The musical works featured in this section were not
studied in class, but they share the style characteristics of other works by the same instrument,
which were studied in class.) All five excerpts are performed three times, to assist in directing
their attention more closely to the elements on display.
Desired student learning
outcomes
((Copy from Column 1, Table
6 above; include Educational
Goals and/or General
Education Objectives
addressed)
Assessment measures for
each learning outcome
(Copy from Column 3,Table 6
above)
Standards for student performance:
1. Students will
demonstrate the ability
to identify commonly
used musical instruments
from a broad repertoire
of classroom music
activities with
elementary school aged
children. (Curric. Obj. B,
C and F; Gen. Ed. Obj.
2, 5)
A. For section one,
student responses will be
judged against the actual
instrument families the
excerpts that were
demonstrated in class
two. Student responses to
the four excerpts will be
either "correct" or "not
correct."
For section one of the assignment, a
minimum 50% correct rate (2 of 4
responses) is expected. For section
two of the assignment, a minimum
60% correct rate (3 of 5 responses) is
expected.
2. Students will identify
the use by composers in
recorded musical
examples of the various
elements of music
associated with pitch in
music. . ((Curric. Obj. B
and F; Gen. Ed. Obj. 2,
5, 10)
3. Students will describe
the characteristics of
musical instruments
through a description of
the different classroom
activities demonstrated
in class. (Curric. Obj. B,
C and F; Gen. Ed. Obj.
2, 5, 10)
B. For section two,
student responses will be
judged against the actual
instrument families the
excerpts that were not
demonstrated in class two
and are unknown
excerpts. Student
responses to the five
excerpts will be either
"correct" or "not correct."
4. Students will identify
8 (11)

Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.

Give the percentage of the class that is
expected to meet these outcomes
If needed, attach copy(s) of rubrics.
musical instruments as
belonging to a specific
family of musical
instruments (e.g., voice,
percussion, brass,
woodwinds, strings and
electronic music).
(Curric. Obj. B, and F;
Gen. Ed. Obj. 2, 5, 10)
5. Students will identify
musical instruments as
representative of genre
of classroom activities
(e.g., works for group
singing, music play,
music and movement
etc.). (Curric. Obj. B, C
and F; Gen. Ed. Obj. 2,
5, 10)
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you
may report outcomes using the rubric(s), or other graphical representation. Include a
comparison of the outcomes you expected (from Table 7, Column 3) with the actual
results. NOTE: A number of the pilot assessments did not include expected success rates
so there is no comparison of expected and actual outcomes in some of the examples
below. However, projecting outcomes is an important part of the assessment process;
comparison between expected and actual outcomes helps set benchmarks for student
performance.
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Educational Goals and/or
General Education Objectives
addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
9 (11)
1. Students will demonstrate the
ability to identify commonly
used musical instruments from a
broad repertoire of classroom
music activities with elementary
school aged children. (Curric.
Obj. B, C and F; Gen. Ed. Obj.
2, 5)
2. Students will identify the use
by composers in recorded
musical examples of the various
elements of music associated
with pitch in music. . ((Curric.
Obj. B and F; Gen. Ed. Obj. 2,
5, 10)
For learning outcome 1 and 4, out of 140 responses, students
showed a 66.4% correct rate.
For learning outcome 4 and 5 out of 175 responses, students
showed a 82% correct rate.
Learning outcomes 2 and 3 are not individually measurable.
These learning outcomes are used to inform the decisions made in
learning outcomes 1, 4and 5 which are measurable.
In this assignment, students used factual knowledge, conceptual
knowledge, and procedural knowledge. In addition, the cognitive
processes utilized were remembering, understanding, applying,
analyzing, and evaluating.
3. Students will describe the
characteristics of musical
instruments through a
description of the different
classroom activities
demonstrated in class. (Curric.
Obj. B, C and F; Gen. Ed. Obj.
2, 5, 10)
4. Students will identify musical
instruments as belonging to a
specific family of musical
instruments (e.g., voice,
percussion, brass, woodwinds,
strings and electronic music).
(Curric. Obj. B, and F; Gen. Ed.
Obj. 2, 5, 10)
5. Students will identify musical
instruments as representative of
genre of classroom activities
(e.g., works for group singing,
music play, music and
movement etc.). (Curric. Obj. B,
C and F; Gen. Ed. Obj. 2, 5, 10)
10 (11)
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment
results, and describe the actions to be taken as a result of the assessment. In the
evaluation of achievement, take into account student success in demonstrating the types
of knowledge and the cognitive processes identified in the Course Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
This assignment showed an anticipated correct response rate for section one, but a higherthan- expected correct response rate for section two. The data show that the students
were doing better with more familiar musical instrument families of vocal and percussive
musical instruments than they were with their understanding and recognition of brass and
woodwind instruments,
The data indicates that that students participating in this assignment demonstrated
adequate factual, conceptual and procedural knowledge. The data appear to indicate that
the students demonstrated difficulties in recalling with accuracy better than chance,
knowledge of less familiar instrument families.
B. Evaluation of the assessment process: What do the results suggest about how well
the assignment and the assessment process worked both to help students learn and to
show what they have learned?
The assignment and the assessment process were efficient and enlightening. The students
participated in the assignment without hesitation or complaint. Further improvements in
the process should include more frequency and diversity of choices with additional data
collection points.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The data appears to demonstrate the challenges faced by our students in recalling
information from earlier in the term. There was a twelve-week gap in the lecture
presentation to the assessment. It is of interested that he students had better recall of
culturally congruent music.
It is clear that more emphasis needs to be placed on expanding the repertoire and
vocabulary of the students with regard to brass and woodwind instruments. Changes to
the course of instruction will include more varied activities and assignments to address
these shortcomings.
11 (11)