Day 5: Give a tip for assessment

"Give a tip for assessment. What is an example of an assessment you give? Share any tips for designing/ giving / grading assessments."

I think this is a tricky one for music teachers and yet it should be so simple.  Our field is very 'performance based' so our assessments should reflect this.  In all the variety of classes I teach I try to post objectives from week to week. (The keyword is try.  If I can't post objectives I at least try to say them at the beginning of the lesson.)  It is important to note the difference between goals and objectives.  In working with student teachers this becomes something that I try to address with them. A goal is a place to get to in the lesson.  (In the song "Whisper!" we will work on measures 24-50.) An objective is something that can be assessed - either formally or informally. (Students will use sight singing strategies when learning the new song "Whisper!") 

So, what is a tip for designing/giving/ grading assessments?  My tip would be to clearly state the objective and think about what it would look (or sound) like if students are meeting that objective. If my objective is 'Students will sing with good posture, proper breath and in a head voice' I will walk around the room while the students sing to check if they are meeting this objective marking on my grading sheet who has met all three, who needs reminding and who just doesn't have it.  Students who don't understand will get more attention from me while the rest of the class is performing the song.

Day 4: Share a topic/ idea

"Share a topic/ idea from class this week.  What is one thing you did with students that you will (or will not) do again? Why?"

Every year my grade three general music students do a unit on harmony.  We use a graphic organizer and learn about 5 ways to create harmony.  One of the ways we study is using an ostinato.  Most of the time students define, read, and perform these harmonies - but just today I had students write some.  My grade 5 students have written ostinato to harmonize an original melody but I haddn't done it with grade three and this year I thought "why not?"

We used the song "Brother John" as the melody to harmonize.  It's easy and most students have it memorized or memorize it quickly.  I passed out staff paper and we wrote one together as an example.  I gave them a few "rules" (only use F, A, or C, only use quarter, half or whole notes) and I had them write an original ostinato.  Then students came up and play them on xylophones.  Some students had trouble naming notes so I asked "who is really good at remembering names of notes?" I assigned those students to help those who needed help.  I also had the students who had the xylophones on their desks help struggling students to figure out how to play their little compositions.

Students created and performed thier own original harmonies and it ony took about 20 minutes!  I will defiantly do this activity again!

Sample work

Day 3: A Website you cannot live without

"What is a website you cannot live without. Tell about your favorite features and how you use it in your teaching and learning."

I think for me an appropriate thing to share would be an app that I cannot live without and that would be SmartMusic. SmartMusic is a great program that our Music Department has been using in the Middle School and High School for years.  This program requires teachers and students to create an account and purchase a subscription.  With the subscription students and teachers have access to hundreds of music books and pieces.  Teachers can assign students exercises and pieces to practice and submit for a grade.  SmartMusic listenes and gives students a grade based on their pitch and rhythmic accuracy.  It also allows for teachers to adjust the grade for dynamics and articulation and so on.  I have used this program with my vocal students for sight singing.  Many middle school students would rather sing for a computer in a practice room than in front of the class or alone in front of the teacher. In a way it saves time too.  I can conduct my chorus class while students use the practice rooms one at a time to take thier quizzes.  I can then access my "inbox" at home and listen to students whenever I want and not just from school.

This past spring SmartMusic came out with an app that can be used on an iPad to correlate with the program.  With the inclusion of an Elmo cart in every elementary classroom and my iPad I decided to use this program with my elementary recorder students too.  I put the book "Recorder Express" on the grade 4 supplies list and contacted a local music store to see if they would carry it.  The students and I use the program to check for song and note knowledge.  Students try to score in a certain percentage to earn points for their classes.  It is also a great way to challenge students to practice, trying to earn a better percentage each time they play.

SmartMusic isn't without its problems, as all technology has its glitches and quirks but overall I highly recommend this program and all it's features.

This is screen shot of the app open on my iPad.  You can see the green (correct) notes and the red (incorrect) notes.  It will save the three best "takes" and you can listen back to your performance.  The students really enjoy listening to themselves also.  Great tool for self assessment!

Day 2: Share an organizational tip from your classroom.

"Share and organizational tip from your classroom. What is one thing that you do that works for you?"

This is a difficult one because I don't have a classroom per say.  I have a room at one school which I share with the other music teacher and at the elementary school I work at I push a cart from room to room.  I wouldn't even call myself "organized" but in reflection I guess I am.  Neat and tidy - no, organized - yes.  I know that seems like a contradiction but anyone who works with me knows I'm a bit of a mess, but when it comes to teaching my lessons, I've got it down.

I've had to be creative when doing this because every room I walk into is different.  There are different set ups, different behavioral expectations, different signals and hand signs for things - I just can't keep all that straight!  So to keep myself organized the first thing I feel I must do is learn all the students names and faces. Even though I don't remember that in this classroom what looks like a peace sign waving in the air means that the studnet has to use the bathroom I can at least say "what do you need, Alex?"

The other thing I do is keep all materials for the lessons that day in a backpack.  Yes, I literally backpack around my school with a cart.  I try to set the materials up in the backpack the afternoon before so that it's ready to go the next day.  I have a folder for each class with their papers, class lists and any homework.  I also try to set up my cart for the next week on Friday afternoons.  Any instruments, objectives posters or other materials are strapped down with bungee cords or set up on the luggage cart for the students to wheel around the school in preparation for the next week.

Day 1: Share a favorite book.

"Tell about a favorite book to share or teach.  Provide at least one extension or cross curricular lesson."

I had to think about this one. As an upper elementary general music teacher and middle school chorus director I don't often share "books" with my students, even though there is a great opportunity to do so.  And although I don't often share books I do share many, many stories.  From William Tell to Peer Gynt, from the Underground Railroad to Señor Don Gato...I share many stories- fiction and non-fiction. But every year I think I look forward to The Nutcracker most of all.

It's been a tradition of mine to teach my grade 3 general music students about Mr. Tchaikovsky's music and E.T.A. Hoffman's story.  I have a very personal connection to the music and the story.  As a little girl I took dance lessons from the Festival Ballet's Dance Academy.  Every year the company put on "The Nutcracker" and even though I was too young to be in the company I was chosen to be a part of the production.  My role was small but I was forever enthralled with the behind the scenes of such a production.

As I became older I focused more on music and less on my dance and eventually I gave up dancing, but still "The Nutcracker" has always been a favorite.  I learned so much more about the composer himself to find Mr. Tchaikovsky one of the most interesting and troubled composers ever.  His music is so beautiful and full of emotion, it's hard not to share my enthusiasm for it.

My third graders get a packet and we spend from Thanksgiving to Christmas on "The Nutcracker."  We do focused listening to several of the pieces.  I do share one of the many books out there based on the ballet and Hoffman's story.  I bring in my old pointe shoes and a picture of me from when I was in the production (the kids get a kick out of that) and they learn a little about the art of ballet. (When time and money are available the students take a field trip to see a local production of the ballet - sometimes even the Festival Ballet production.) We do rhythm reading and add percussion instruments to "Dance of the Sugar Plum Fairy" and even dance to "Chinese Dance" and "Russian Dance."  At the end of the unit students produce a writing piece on thier favorite part of "The Nutcracker" tying in an ELA element to it in the end.

I have included some samples of the studnet's work and the picture I share with the kids!

Here is a picture of the template that we use.

Here are some final products.

Here is me @ 10 years old backstage at "The Nutcracker" ballet.

20 day blogging challenge! I'm in!

I saw this posted on Twitter.  I think writing a blog is a great way to reflect on my teaching.  I hope to complete the 20 day challenge which I will begin tomorrow.  I haven't done this kind of reflecting in a long time and I think it's a great idea.  I may modify the topics but I will use this as a guide.  Always site your sources! http://kellyhines.wordpress.com/2013/12/22/self-initiated-blogging-challenge/

Thanks!