Scribd Logo
Upload

Welcome to Scribd!

  • 77 views

    Student Impact Project

    Uploaded by

    api-336003258
    The document outlines a pre-test and post-test rubric to assess student performance in three categories: accurate notes/rhythms, musical form and structure, and accurate articulation. It then provides three sample lesson plans aimed at improving student performance in these areas between the pre-test and post-test. The lesson plans focus on listening, identifying melodic phrases, practicing difficult passages, following a conductor, and learning to balance different sections. According to the reflection, students showed noticeable improvement in two categories and some improvement in the third category, though not enough to meet the next performance standard. The teacher found repetition of lesson plans was needed and that plans relying more on concepts than physical skills required less repetition.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Student Impact Project

    Uploaded by

    api-336003258
    77 views4 pages
    The document outlines a pre-test and post-test rubric to assess student performance in three categories: accurate notes/rhythms, musical form and structure, and accurate articulation. It then provides three sample lesson plans aimed at improving student performance in these areas between the pre-test and post-test. The lesson plans focus on listening, identifying melodic phrases, practicing difficult passages, following a conductor, and learning to balance different sections. According to the reflection, students showed noticeable improvement in two categories and some improvement in the third category, though not enough to meet the next performance standard. The teacher found repetition of lesson plans was needed and that plans relying more on concepts than physical skills required less repetition.

    Original Title

    student impact project

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document outlines a pre-test and post-test rubric to assess student performance in three categories: accurate notes/rhythms, musical form and structure, and accurate articulation. It then provides three sample lesson plans aimed at improving student performance in these areas between the pre-test and post-test. The lesson plans focus on listening, identifying melodic phrases, practicing difficult passages, following a conductor, and learning to balance different sections. According to the reflection, students showed noticeable improvement in two categories and some improvement in the third category, though not enough to meet the next performance standard. The teacher found repetition of lesson plans was needed and that plans relying more on concepts than physical skills required less repetition.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    77 views4 pages

    Student Impact Project

    Uploaded by

    api-336003258
    The document outlines a pre-test and post-test rubric to assess student performance in three categories: accurate notes/rhythms, musical form and structure, and accurate articulation. It then provides three sample lesson plans aimed at improving student performance in these areas between the pre-test and post-test. The lesson plans focus on listening, identifying melodic phrases, practicing difficult passages, following a conductor, and learning to balance different sections. According to the reflection, students showed noticeable improvement in two categories and some improvement in the third category, though not enough to meet the next performance standard. The teacher found repetition of lesson plans was needed and that plans relying more on concepts than physical skills required less repetition.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 4

    Pre-Test Rubric

    Category 1 2 3 4

    Accurate Almost no, if Some correct Most sections All sections


    Notes/Rhythms any, notes and rhythms and are accurately perform the
    rhythms were notes by some playing a music with little
    played correctly. sections/individu majority of the error in notes
    als notes and and rhythm.
    rhythms.

    Musical Informity There is no There may be an There is The students


    representation of understanding of understanding of can identify form
    understanding of balance and form and and structure of
    musical form or some aspects of balance and this the music,
    balance. form, but no is represented in understand how
    accurate some sections of to balance
    execution. the performed different
    music. sections, and
    execute the
    performance
    with changes
    informed by
    these concepts.

    Accurate There is no clear Students may Students There is almost


    Articulation understanding of understand understand no error in the
    the articulation some articulation different performed
    that appears in but do not articulations and articulations and
    the piece. perform them perform most of there is clear
    accurately them correctly distinction
    between
    different kinds of
    articulation.

    Lesson #1

    Objectives
    ● Students will have heard the piece played by a mature instrumental ensemble
    ● Students will understand the different melodic phrases that appear throughout the piece
    ● Students will complete call and response exercises in the key of the piece
    Procedure
    1. Play a recording of the piece for the students
    a. Ask them to follow along with their part the first time
    b. Second time - clap along with your part
    c. Percussion on pads
    2. Warm-up
    a. Improvise phrases using the key of the piece
    b. Have students play the phrases back
    c. Make sure to address that each student eventually finds the notes
    d. Percussion play the rhythms with diddle strokes
    3. Begin rehearsal
    a. Read through section by section
    b. Ask the students what the melody is for each section
    c. “Raise your hand if you have the melody in this section, raise your hand if you
    don’t”
    4. If time permits - go back and teach parts in more detail

    Assessment
    1. Did each student complete the warm-up and learn the notes?
    2. Did they participate in the listening?
    3. Did they participate in the read through and identify if they had the melody?

    Lesson #2

    Objectives
    1. Students can Identify different sections of the music with familiar terminology
    2. Students can Identify and know how to practice difficult passages

    Procedure
    1. Begin by running through the whole piece if possible (starting and stopping will occur) so
    students can maintain an image of the whole plot of the piece
    2. Identify similar passages in the music and label them similarly with familiar terms (i.e.
    verse and chorus).
    3. Play the similar passages back to back (both choruses), in order to perform them
    similarly.
    4. Identify difficult spots (i.e. low brass “runs” and other melodies), and practice them with
    the students at various tempos.
    a. Additionally, if necessary, - clap and count, count and do fingerings, do fingerings
    while the teacher models
    Assessment
    1. Did the students understand the terminology picked for musical form?
    2. Were the students able to improve on difficult passages?

    Lesson #3

    Objectives
    1. Students will show improvement in being able to follow a conductor, and use the
    conductor to learn their part
    2. Students will show improvement in temporal awareness

    Procedure
    1. Use a 4/4 pattern - conduct and have the students clap on different beats.
    a. If necessary, use your non-conducting hand to show an ictus (where the baton
    shows metrical stress).
    2. Use the pattern along with the students clapping their parts. Ask the students to tap a
    foot with the baton to emphases metrical stress along with their rhythms.
    3. As you play and use previous lesson plan objectives in different sections of the music,
    ask the students to give feedback on the “togetherness” of the ensemble parts.

    Assessment
    1. Is there improvement in rhythmic conviction and understanding?
    2. Did this ultimately help the students learn or improve their parts?

    Post-Test

    Category 1 2 3 4

    Accurate Almost no, if Some correct Most sections All sections


    Notes/Rhythms any, notes and rhythms and are accurately perform the
    rhythms were notes by some playing a music with little
    played correctly. sections/individu majority of the error in notes
    als notes and and rhythm.
    rhythms.

    Musical Informity There is no There may be an There is The students


    representation of understanding of understanding of can identify form
    understanding of balance and form and and structure of
    musical form or some aspects of balance and this the music,
    balance. form, but no is represented in understand how
    accurate some sections of to balance
    execution. the performed different
    music. sections, and
    execute the
    performance
    with changes
    informed by
    these concepts.

    Accurate There is no clear Students may Students There is almost


    Articulation understanding of understand understand no error in the
    the articulation some articulation different performed
    that appears in but do not articulations and articulations and
    the piece. perform them perform most of there is clear
    accurately them correctly distinction
    between
    different kinds of
    articulation.

    Reflection

    There was noticeable improvement in two of the categories, and some of improvement
    in the third category. However, not enough improvement was shown in the third category to
    meet the next standard of performance. I found that I actually repeated some of these lesson
    plans (so this project actually happened in more than 3 lessons, but with only 3 plans used). I
    don’t believe this was an error in lesson planning. Instead, I believe some skills come with
    repetition and time (temporal awareness, for example). The plans that doesn’t rely on
    kinesthetics, such as lesson plan #2, did not take more than one repetition for the students to
    show understanding or improvement. I believe this is because lesson plan #2 was more about
    learning a concept through identification, and not a physical skill.

    You might also like