Assessment

For my first lesson plan, the pre-assessment will be asking students what a dotted-eighth-

sixteenth note looks like. I would then ask for volunteers to come up to the board and write it

out. Only accept about five or six students. I wouldnt correct students as they write it up, but

wait until every student has written until you give the answer. This is to clarify with students

what this rhythm looks like. Then the formative for learning section would be to ask students to

play this rhythm in a scale. Since the piece is in E minor, have students play an E minor scale on

this rhythm before correcting them. Have them try to figure out what the rhythm is before

making it unified with the whole group. The formative as learning is while students are playing

this passage, ask students questions about the passage. Ask them What is marcato articulation?

What does it make you think of? Ask them about their dynamic markings and if they think they

were playing them correctly. Ask them who they think has the melody at different spots of the

passages (because the melody gets passed around to different parts of the orchestra at different

points). The summative assessment would be to have them record this passage on their own.

For my second lesson plan, the pre-assessment and formative for learning will be to ask

them to show you what correct playing position is (without instruments). Have them pretend to

put their instruments up in ready playing position. Then the formative as learning would be to ):

Ask them questions as we go along. So what would good hand position look like given these

guidelines? How do you think you should sit? etc. The summative assessment would then be

to check at the beginning of each rehearsal following this lesson that students are implementing

good posture and hand position into their playing.

The third lesson plans pre-assessment and formative for learning is to ask students about

what they think the function of a country dance would be and the historical context before they
do research on it. The formative as learning portion would be that students do research,

answering a set of questions, and may ask questions of me as they research. The summative

portion of the assessment would be students teach the dances to the whole class, and then we all

perform the dance together.

The fourth lesson plans pre-assessment and formative assessment is to ask students what

the STARS sight-reading method means. The formative assessment as learning would be to

correct students if necessary.

The fifth lesson plans pre-assessment and formative for learning is to ask students what

different articulation markings mean. Students will respond by either telling you the difference or

demonstrating the sound of the difference on their given instrument. Then formative as learning

would be to write out the words and meanings of articulations on the board if students dont

know them, talk about them, and then demonstrate them with my instrument in the front of the

room. The summative assessment will be a concert at the end of the semester in which we will

perform the piece.

The ultimate summative assessment for this whole unit will be the concert at the end of

the semester. It will demonstrate to an audience all that the students have learned this year, and

demonstrate skills worked on throughout the year. During the concert, I would like to have a

recording so that the next day we could listen to the concert all together and discuss what we did

well and what could still be improved from the music. Then we would grade ourselves on both

our strengths and weaknesses as an ensemble, and our strengths and weaknesses as individual

musicians. We would then use the recording to set skill goals in the future in regards to both the

ensembles future goals (Do we want to do better on staccato articulation? Was that a struggle?
Should we go over practicing techniques in class? Etc.) and the individuals goals in his or her

own practice room.