MAKING GOOD ON THE PROMISE FOR ALL LEARNERS:
IMPLEMENTING AND ASSESSING THE CONNECTICUT STATE MUSIC STANDARDS
LINDA PAGE NEELLY
ASSOCIATE PROFESSOR OF MUSIC EDUCATION
NEAG SCHOOL OF EDUCATION
UNIVERSITY OF CT
LINDA.NEELLY@UCONN.EDU
Plan
Group Activity
History and Rationale
Lunch
Connecticut Guiding Principles for
Student and Teacher Evaluation
Examples
History and
Rationale
Assessment
Why Assessment?
Asmus:
…ensures the most effective instruction
possible to enhance learning;
…identifies and relates to student context;
…determines and offers advocacy platform
with regard to quality of program resources,
time, support.
R. Colwell(2003)
…without national assessment, it
becomes quite difficult to
evaluate the status of music
education in the United States.
Hoffer (2008)
…recent attention is due to
state testing movement and
accountability established
through legislation like
NCLB.
Brophy (referring to Hinkley
comment)
Make this a ‘doable deed.’
Break the work down into
manageable parts so that it
becomes a ‘doable deed.’
Shuler (2012)
It’s not about us, it’s about
the kids.
*Goal:
* …to develop measures for
evaluating student learning of
Ct. State Music Standards at
district and school levels.
*Measures developed
to:
* *monitor and improve student
learning.
* ensure equal opportunity and
equitable measures.
* promote teacher collaboration
and exchange of ideas.
2008 NAEP
“Arts Report Card”
89% gap between
performing students
What does NAEP tell us?
*71% of schools had no music
curriculum
*77% students taught by ft specialist
*Overall percentage correct answers
fell from 53% in 1997 to 51% in 2008.
*Not accurate measure of what
students know and can do with
omission of constructed-response
questions.
NAEP
+ value because music included.
*Framework: Create, Perform,
Respond
*Performance based and
paper/pencil
*ETS prepared
*Only 8th graders assessed; 3900
*No regard for amount of music time
or existent curriculum
Standardized
Music Tests
Iowa Tests of Musical Literacy and Watkins
Farnum inappropriate because not connected
to Standards. Scott Shuler, 10/17/2012
On the other hand:
Appropriate Assessment
gauges what students know, do not know, identify
areas for reinforcement.
Best portrait of student learning: district-based
(local and teacher constructed) assessments
aligned with Standards and 21st Century skills!
Considering CT
Assessment
Initiatives
Students
Teachers
Students
Connecticut Guiding Principles
MEASURES:
Address concepts, content,
skills, and understandings
that align with standards.
Elicit higher level thinking
(as much as possible).
Support student to approach
the arts as a creator,
performer (producer), and
responder.
(Written responses) address
content knowledge and
understanding and writings
that promote analysis,
interpretation, evaluation,
description, explanation,
reflection.
CAN BE:
Formative
Summative
Standardized
Assessment Policy
A performance assessment requires students to
engage in a clearly stated, authentic activity
that will demonstrate that they have learned
specific skills and can apply them in a real world
situation, to the extent possible. The task will
elicit high order thinking skills and affords
students the opportunity to self-reflect and selfassess. There is clear alignment between the
learning objectives, the task, and the tool that
is designed to evaluate student performance.
Associated rubrics are aligned with unit enduring
understandings, essential questions, and
performance standards.
* Created by Curriculum Leadership Council, PD Team
* New Canaan Public Schools
* February 2010
The Arts Education Assessment Framework (1994)
NAEP, CT Arts Framework, National Standards
Three fold model:
Perform
Create
Respond
Complexity of alignment in collaborative curriculum work
ContextuallyBased
Measures
Big
Understandings
Artistic
Processes
Standards
*Links to
Common Core
*Reading
*Writing
*Speaking and
Listening
*Language
*Links to 21st
Century Skills
*Critical Thinking
*Problem Solving
*Innovation
*Creativity
*Self-Direction
*Motivation
*Collaboration
*Written Communication
*Information Technology
*Leadership
SUGGESTED LINKS TO ADD
TO CURRICULUM
Music and parallels to
Common Core
Reading
Writing
Speaking and Listening
Language
Identify
National
Standard
Link to 21st
Century
Skills
BREAK for
LUNCH
Working Examples
Grade 4
Task Description:
Students will:
*listen to music that represents
different styles
or cultures.
*identify similarities and differences
between two selections.
*justify their reasons as to why they
like one more then the other.
Talk with your neighbor to determine:
Big Ideas and Essential Questions?
Standards addressed?
Skills and concepts involved?
Appropriate measure?
Essential Question:
Skills
Aural
Recognition
Concepts
Form,
Tempo
Compare
and
Contrast
Rhythm,
Timbre,
Texture
Describe in
Writing
(Voc)
Vocal,
Instrument
al Range
*What should I listen for
in a piece of music to be
able to describe it to
someone who has never
heard it before?
Big Idea:
*People can describe and
evaluate music more
accurately if they know
what the purpose is for,
what instruments are
used, and how the
elements of music are
used.
Power Standards Addressed:
9a (MU4): Students will identify by genre or
style aural examples of music from various
historical periods and cultures (on their
own). ( per Grant Wiggins)
4th Grade Comparison Assessment (Page 2)
1. Describe in a full sentence 1 difference about these two songs, using the
Vocabulary list.
_____________________________________________________________________
2. Describe in a full sentence 1 difference about these two songs, using the
Vocabulary list.
_____________________________________________________________________
3. Describe in a full sentence 1 similarity between the two songs, using the
Vocabulary list.
___________________________________________________________________
4. Describe in a full sentence 1 similarity between the two songs, using the
Vocabulary list.
_____________________________________________________________________
5. Using the Vocabulary list: Tell us your 2 favorite things about Song #1 using
complete sentences.
_____________________________________________________________________
See handouts for full lesson plan,
assessments, and grading sheets.
Grade 4
Task Description:
Students will:
C) Students will improvise a
solo during an instrumental
performance.
(P) Students will perform the
music of various cultures
(Traditional West African
Djembe Ensemble) in small
ensembles.
(R) Students will demonstrate
awareness of the music of
various cultures.
Students will listen to and
identify musical elements of
traditional West African Djembe
Ensembles.
Standards:
MU K-4 6d: identify the sounds
of a variety of instruments and
voices.
MU K-4 9b: describe in simple
terms how elements of music
are used in music examples
from various cultures of the
world.
MU K-4 9d: identify and
describe roles of musicians in
various music settings.
MU 5-8 2c: perform music
representing diverse genres and
cultures, with expression
appropriate for the work being
performed
Essential Questions:
*What can we learn about a culture by
studying its traditional music?
*Why is it important to study other
cultures?
*How would you compare & contrast
traditional music of West Africa to
other cultures?
Traditional West African Drumming
Grade 4 Assessment
Steady Tempo, no hesitations (Overall)
Djembe: Accurate Calls (Introduction)
Djembe: Accurate Break (Start/Stop signal)
Pre-test
Post-test
Compare/Contrast Listening Activity
Djembe: Accurate Sounds (bass/tone)
Djembe: Accurate Accompaniment Pattern #1
Djembe: Accurate Four Break
Djembe: Accurate End Break
Dundun: Accurate Response to Calls
Dundun: Accurate Pattern
Dundun: Accurate Four Break
Dundun: Accurate End Break
*
*
*
*
*
*
*
DESIGN OF MEASURE
*
*
Collaborative Team Notes for Other Music Teachers
for Recorder Playing:
Recorders should be ordered in early September or
late August.
Throughout the year, Teacher will prepare all
students to be able to try to read and play notes B, A,
& G of the treble staff, using whole, half, quarter,
eighth notes, & rests in 4/4 meter. Make sure to
choose repertoire that includes these rhythms.
This is sight-reading. Students cannot see the
selections before testing.
Teacher listens to individual students. Students
should play each example in the sequential order as
written. Students are allowed one restart per test
but with deducting one point.
Teacher will remind student to keep steady tempo.
Teacher gives student 30 seconds to look over the line
before playing.
Identified special needs students will be given a sheet
with letter names over the notes, if necessary.
Students who are not being assessed can be given
music activity related to reading recorder notes
(teacher’s discretion).
Tonal
Performed tonic notes correctly
Performed dominant notes correctly
Rhythmic
Performed with steady tempo
Performed rhythms accurately
Expression
Performed with appropriate articulation
Performed with appropriate tone quality
Executive Skills —Performed with proper:
Hand position
Embouchure
Posture
My Rhythmic Creation
DIRECTIONS
You Will Create a Rhythm Composition That:
•Has 4 beats in each measure (meter = 4/4)
•Each Theme should be a minimum of 4 measures
•Has a Form (AB, ABA, Rondo, Canon/Round)
You May Use Any Classroom Rhythm Instruments
to Complete This Task
YOU MUST PERFORM YOUR PIECE!!!!
(each box = 1 measure)
…
Rhythm Composition Assessment
Notation (written work)
□ Question/Answer phrases (Expression/Musicality)
□ Correct stem placement on note heads
□ Note heads colored in
(Circle number of correct measures)
4 3 2 1 Correct amount of beats in each measure
4 3 2 1 Accurate rhythmic notation (du, du-de)
Performance
□ Accurate hand position and posture
□ Expression/Musicality
(Circle
4 3 2
4 3 2
4 3 2
number of correct measures)
1 Steady tempo
1 Accurate rhythms (spoken du, du-de)
1 Accurate rhythms (played on rhythm sticks)
Examples in Handout!
Smart Board
Lessons
Grade 3
Music
Report
Card
Telephone
composition
Singing
Rubrics
Minor
Composition
Worksheet
Portfolio
Example
(art)
Blues
Worksheet
Student
Reflections
Listening
Assessment
Teachers
Connecticut Guiding Principles
State Recommendation and Interpretation of law
40% evaluation based on observation of what
teacher does
45% evaluation based on arts learning
5% student feedback
10% parent or peer feedback
Negotiate what evidence collected.
Engage in mutual process with adm or disignee.
See Connecticut Guidelines for Educator
Evaluation
Suggestions:
Clarity in curriculum and assessment in
terms of what you have accomplished
Be clear about what you care about!
Articulate to administrators what
(Musical) achievement looks like.
See NAFME Guidelines on Teacher
Evaluation (Danielson Model or Marzano
Model)
We have taken in a lot! Thank you for sharing!
Linda