Transcript CMEA Music Education 2001 - California State University, Long Beach

Title Page
Calcomte Training Sessions:
Instrumental Assessment
March 15, 2002
Dr. Daniel R. Zanutto
California State University, Long Beach
Adapted from…
Curriculum, Instruction and Assessment: There is a Link
(Richard Wells, Spotlight on Assessment, MENC)
Curriculum
Instruction
Assessment
National Standards
State Content Standards
District Curriculum
•Performance
•Knowledge
•Creativity
• What are best approaches?
• Literature!
• Is my instruction linked
to the curriculum?
•Regular part of
instruction
•High frequency Low magnitude
•Authentic - based
on what “real”
musicians do!
•Give students a
role in the process!
MENC
Recommended Grade Clusters
School Grade
Performance Level
1-3
NA
4-6
I-II
6-8/7-9
I-IV
9-12
III-VI
Individual Performance Skills
Basic
Advanced
Introduction Level
Breathing
I→
Posture
I→
Tone
I→
Balance/Blend
I→
Fingerings
I→
Hand Position
I→
Double/Triple Tongue
III →
Transposition
III →
Flutter Tongue
V→
Quarter Tones
VI →
Multi-phonics
VI →
Rubrics
Identify exactly what is to be scored
Define the scale (point range) of the rubric
Develop descriptors for each
performance level that:
Assure that the rubric:
Describes unique characteristics
Defines a continuum of quality
Uses unbiased language
Focuses on the same criteria
Validly discriminates performance
levels
Can be reliably rated
from Edward P. Asmus, 1999
Labels
Labels
Score
Excellent
20
Good
15
Fair
10
Poor
5
Old Labels
New Labels
New Labels
Excellent
Professional
Above Grade Level
Good
Developing
At Grade Level
Fair
Beginning
At Start of this Grade Level
Poor
Immature
Below Grade Level
Labels
Unweighted
Weighted
Unweighted
Weighted
Excellent
20
20
16-20
13-20
Good
15
12
11-15
7-12
Fair
10
6
6-10
3-6
Poor
5
2
1-5
1-2
Sample: Flute/Piccolo Skills
(from MENC Teaching Wind & Percussion Instruments)
Skill
Introduction Level
Assembly
I→
Instrument Position
I→
Embouchure
I→
Articulation
I→
Intonation
I→
Care and Maintenance
I→
Vibrato
III →
Alternate Fingerings
III/IV →
Sample: Part 1- Flute Specific
(from Zanutto Portfolio Assessment)
Assembly
Start with the middle joint, grasp at the engraved nameplate
Take out the head joint, assemble flute in a twisting motion
Align embouchure hole with the large keys
Align foot joint with center of large keys on the middle joint
Hand Position
Fingers must rest properly on the keys
Support the flute with the left forefinger and the right thumb
The right little finger adds balance
The right thumb should not extend beyond the flute, and wrist should not bend
Imagine you are holding a glass of water with your right hand, then pour out
When the glass is empty, your hand is in the correct position
Sample: Part 1- Flute Specific
(from Zanutto Portfolio Assessment)
Embouchure
Relax the lips, say “dim” – keep teeth apart and lips together
Keep head joint parallel with and centered on lips
Keep corners of the mouth firm
Release air with a “pooh” syllable
Articulation
Use “dee/doo” and “tee/too” syllables, depending on the attack needed
Tongue at the roof of the mouth, not on the teeth or lips
Intonation
Flutes are usually flat in the low range, and sharp in the upper range
Flutes sound flat when cold
Blow warm air though the instrument with keys closed
Correct intonation by: raising/lowering head, directing air at ceiling/floor
Sample: Part 1- Flute Specific
(from Zanutto Portfolio Assessment)
Vibrato
Diaphram vibrato is most preferred
Start slowly
Work for even sound
Transposition
The flute is a “C” instrument, and is non-transposing
Alternate Fingerings
Study alternate fingerings for use in rapid sections
Study alternate fingerings to correct intonation problems
Care and Maintenance
Swab and dry frequently
Pivot screws must be oiled and tightened occassionally
Sample: Part 2 - Generic
Grade 7-8
Breathing
Empty lungs – breathe in for 4 counts
Expand at the waist line
Take in 3 more sips of air
At a moderate tempo, hiss out air
Posture
Sit at front edge of chair
Place feet flat on the floor, do not cross legs or ankles
Bring instrument up to you, you do not move to the instrument
*NOTE – Flute player “classic” right elbow on back of chair disease
Tone Production
Playing with good sound is most important, start with proper air support
Inhale properly, avoiding tension in throat muscles
Avoid playing with teeth together, or blocking air passage with tongue
Sample: Part 2 - Generic
Grade 7-8
Blend/Balance (Balance is between sections, Blend is within sections)
Blend is difficult unless parts are asymmetrical, i. e. 2 first, 3 second, etc…
Strong players should be assigned to all parts
Balance is nearly impossible when # of brass = # of woodwinds
Balance is achieved when all sections of the band are heard
Fingerings
Knowledge of ALL fingerings is essential
Fingering is done with the pads of the fingers, not the knuckles
Fingers should be slightly curved, not flat
Tonguing Effects
Double = Tu – Ku Tu – Ku, or Doo - Goo Doo – Goo, etc
Triple = Tu – Tu - Ku Tu – Tu - Ku, or, Tu – Ku - Tu Tu – Ku – Tu, etc.
Flutter Tongue
As if rolling an “R”
Sample: Part 3 – Generic
Grade 7-8
Rhythm/Meter
Diagram the Note Value Tree
Complete Rhythm Counting Exercises
Dictation
Rhythm Dictation
Key Signatures
Diagram the Circle of Fourths
Harmony
Major – Scales/Arpeggios (play and identify)
Minor – Scales/Arpeggios (play and identify)
Modal – Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, Locrian (From C)
Progression – Identify : V7 – I; IV - V7 – I; etc.
Sample: Part 3 – Generic
Grade 7-8
Form
Monophony/Polyphony/Homophony
Theme/Variation
Rondo
Sonata Form
Articulation/Dynamics/Tempi
Slurs & Ties, Accents, Attacks and releases
Full dynamic range
Tempo – Mood indicators
Historical Information
Complete Music Terminology exercise
Music Poster Essay (single page, typed, single spaced)
Music and Composers of the Periods
Sample: Part 4 – Generic
Grade 7-8
Scales
Perform all 12 Major Scales with arpeggios ( ♪ = 90 )
Perform the Chromatic Scale, one octave from Bb ( ♪ = 90 )
Solo
Medium-easy to Medium-difficult, or
County Honor Band Audition sheet, OR YOU MAY COMPOSE….
Composition
Minimum of 24 measures
Melody, 2-part Harmony, Bass Line
You may use the sequencing software to complete this assignment
Ensemble Performance &
Listening Skills
(MENC - Rhythm)
Skill/Knowledge
Concepts
Level of Intro
Portfolio Section
Breathing
I→
2
Posture
I→
2
Listening
I→
2
Entrance/Release
I/II →
3
Blend/Balance
I/II →
2
Intonation
I/II →
1&2
Tone Quality
I/II →
2
Rhythm/Pulse
I/II →
3
Notation
I→
2
Meter
I→
3
Tempo
I→
3
Rhythm
N. S. # 1,2,3,4,5,6,7
Ensemble Performance &
Listening Skills
(MENC – Melody/Harmony)
Skill/Knowledge
Concepts
Level of Intro
Portfolio Section
Notation/Terms
I→
3
Intervals
I/II →
3
Key Signatures
I/II → (b maj, m) 3 & 4
Scales
I/II → (maj, m/c)
3&4
Phrases
I/II →
3
Scale Systems
I/II → (maj/syn)
3&4
Tonal Systems
I/II → (maj/ser)
3
Chords
I/II → (maj/clus)
3
Other Concepts
I/II → (mod/dis)
3
Melody
N. S. # 1,2,3,4,5,6,7
Harmony
N. S. # 1,2,3,4,5,6,7
Ensemble Performance &
Listening Skills
(MENC – Form/Timbre/Expression)
Skill/Knowledge
Concepts
Level of Intro
Portfolio Section
Comp Devices
I/II → Rep/Inv
Comp Structure
I/II → Bi/Cncrto
3
Effects
II → mute/trill/or
2
Dynamics
I→
3
Phrasing
II →
3
Articulation
I→
2
Interpretive
I→
3
Stylistic
II →
3
Form
N. S. # 1,2,3,4,5,6,7
Timbre/Texture
N. S. # 2
Expression
N. S. # 1,2, 5,6,7
Ensemble Performance &
Listening Skills
(MENC – Historical/Creative/Valuing)
Skill/Knowledge
Concepts
Level of Intro
Portfolio Section
Music Periods
II →
3
Ethnic Music
II →
3
Music Technology
III→
4
Composers
III→
3
Conductors
III→
Instrumentalists
III→
4
Styles
I/II →
3
Performance Practice
I/II →
3
Creating/Improvising
II →
4
Phrasing Line
II →
2&3
Expression/Valuing
I→
2&3
Historical
N. S. # 8, 9
Creativity/Valuing
N. S. # 1,2,3,4,5,6,7
Portfolio Rubric
Part 1 – Instrument Specific
Inst. Specific *
Novice
1 pt
Emerging
2 pts
Proficient
3 pts
Expert
4 pts
12
24
36
48
Assembly
Inst. Position
Embouchure
Articulation
Intonation
Cross Break *
Reeds *
Vibrato *
Transposition *
Alt. Fingerings
Care/Maint.
Totals
Portfolio Rubric
Part 2 - Skill
Skill
Novice
Emerging
Proficient
Expert
7
14
21
28
Breathing
Posture
Tone Production
Balance/Blend
Fingerings
Double/Triple*
Flutter
Totals
Portfolio Rubric
Part 3 - Knowledge
Knowledge
Novice
Emerging
Proficient
Expert
8
16
24
32
Rhythm/Meter
Dictation
Key Signatures
Harmony
Form
Articulation
Dynamics
Tempi
Totals
Portfolio Rubric
Part 4 - Performance
Performance
Novice
Emerging
Proficient
Expert
14
28
42
56
C
F
Bb
Eb
Ab
Db/C#
Gb/F#
Cb/B
E
A
D
G
Chrom
Solo or Comp
Totals
Portfolio Grading Scale
Novice
Max Totals
* Proficient
Scale
110 - 123 = A
98 – 109 = B
86 – 97 = C
73 – 85 = D
Below 72 = F
41
Emerging
82
* Proficient
123
Expert
164
References
Asmus, E. (1999) Music Assessment Rubrics from
http://www.music.miami.edu/assessment/rubricsCreat.html
MENC (1991) Teaching Wind & Percussion Instruments: A Course of
Study. Music Educators National Conference.
MENC (2001) Spotlight on Assessment in Music Education. Music
Educators National Conference.
Zanutto, D. (2001) Portfolio Assessment. Unpublished.