Transcript Welcome! 4th Grade-Sixteenth Note Rhythms-PLC

Welcome!
4th Grade-Sixteenth
Note Rhythms-PLC
By:
Jennifer Masrud
Denae Besel
Jeffrey Leiknes
Susan Colletti
Smart Goal and Standards being
addressed.
Smart Goal:
85% of 4th grade students in music class will score 80% or higher on our
sixteenth-note rhythm post test by March 20, 2013.
Standards used:
Strand I: Artistic Foundations
Standard 2: Read and notate music using the standard notation such as
quarter, half, and eighth notes and rests, the lines and spaces of the
treble clef, and time signatures.
Strand II:
Artistic Process: Create or Make
Standard 1: Improvise and compose rhythms, melodies and accompaniments
using voice or instruments to express a specific musical idea.
Our Pre Test
Listen
Circle the correct letter below that matches
the rhythms performed on the recording.
Our Pre Test Continued
Notate
Create four rhythm patterns of your own using sixteenth note
patterns... (It does show examples on which notes you can use
to create)
Our Pre Test Continued
Perform
Show what you know and read the following
rhythm patterns.
Our Rubric
Category
4-Proficient
3-Development
2-Novice
1-Beginner
Listen
Identify 3 correct
listening
examples.
Identify 2 correct
listening
examples.
Identify 1 correct
listening example.
Identify 0 correct
listening
examples.
Notate
The rhythms are
notated accurately
and the rhythmic
syllables are
written accurately
for all 4 rhythms.
The rhythms are
notated accurately
and the rhythmic
syllables are
written accurately
for 3 rhythms.
The rhythms are
notated accurately
and the rhythmic
syllables are
written accurately
for 2 rhythms.
The rhythms are
notated accurately
and the rhythmic
syllables are
written accurately
for 1 rhythm.
Perform
The Beat is steady
at 75. The
rhythmic syllables
and clapped
rhythms are
performed
accurately on all 4
examples.
The Beat is steady
at 75. The
rhythmic syllables
and clapped
rhythms are
performed
accurately on 3
examples.
The Beat is steady
at 75. The
rhythmic syllables
and clapped
rhythms are
performed
accurately on 2
examples.
The Beat is steady
at 75. The
rhythmic syllables
and clapped
rhythms are
performed
accurately on 1
example.
Strategies to meet our goal:
*Flashcards
*Compose their own four beat rhythm
patterns.
*Play 16th note rhythms on various
instruments.
*Perform their compositions for each
other.
*Practice the rhythms from the test.
Results
Percentages:
Jeff met our goal but the rest did not meet the goal.
Effect Size: (In an assessment workshop that Denae attended we found out a way
to find the effect size between the pre and post test to see if our students increased the
learning. We were told that anything above a .4 means that we were effectively teaching the
students the concept)
Jennifer's effect size: 2.33 for one class and 1.4 for the other class
Susan's effect size: 1.35
Jeffrey's effect size: 1.19
Denae's effect size: 1.59 for one class and 1.74 for the other class
Reflections
•
•
•
•
Specific attention we gave to 16th notes provided mastery instead of just
exposure.
New teachers to the district brought new ideas to the table.
Our students took this PLC goal seriously.
The active assessment was challenged by:
-Demographics
•
•
-Scheduling (limited time)
Our PLC group was cohesive, dedicated, and flexible.
We believe that PLC groups thrive when the members are:
-Like minded
-Supportive
-Focused on student achievement
Where do we go from here?
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Starting in earlier grades.
We need to provide more strategies to
continually improve student achievement.
More opportunity to collaborate with music
colleagues with an open mind.
Used our results to shape our future
teaching.