Transcript English Language Learners - University of Connecticut

MAKING GOOD ON THE PROMISE FOR ALL LEARNERS: IMPLEMENTING
AND ASSESSING THE CONNECTICUT STATE STANDARDS IN MUSIC
Linda Page Neelly, University of Connectic ut
Melanie Champion, East Hartford Public Schools
Transition to the Connecticut State Standards and System of Assessments
Third Annual Connecticut Assessment
Crown Plaza, Cromwell
Rocky Hill, CT
August, 2012
PowerPoint available at: HTTP://WWW.EDUCATION.UCONN.EDU/ASSESSMENT/
WELCOME
PURPOSE
SHARE UNDERSTANDINGS OF:
THE CT COMMON ARTS ASSESSMENT INITIATIVE
PILOTED MEASURES
WORKING EXAMPLES
THE CT COMMON ARTS ASSESSMENT
INITIATIVE
Reviewing Our Mission
CSDE Position On the Arts
Adopted 2/4/2009
….every child deserves and needs a high-quality education in the arts….
….the arts are an integral component of the comprehensive curriculum…
….understanding, appreciation, and participation (in the arts) is essential
to an educated person….
*See http://www.sde.ct.gov/sde/LIB/sde/pdf/board/arts.pdf
MEETING OUR MISSION
Goal:
…to develop measures for evaluating
student learning of Ct. State Music
Standards at district and school
levels.
Measures developed to:
*monitor and improve student
learning.
*ensure equal opportunity and
equitable measures.
*promote teacher collaboration
and exchange of ideas.
CT. COMMON ARTS ASSESSMENT INITIATIVE
What it does:
What it does not do:
•
•
•
•
•
•
Encourages focus on
ARTSlearning data
Clarifies priorities (organic
“powering”)
Establishes quality standards
Improves instruction
Enculturates assessment
skills/processes
Models quality unitembedded assessment
Including appropriate
integration
•
Encourage unplanned, one
time, interim testing
•
Allow for instructional
adjustments based on
“feelings”
• Offer a quick “magic bullet”
• Rely on one approach to
testing
ORGANIZING OUR THOUGHTS
Collaborative planning process entails reaching
interdependence among artistic processes (create,
perform, respond), Ct. music standards, essential questions
and big understandings, measures.
Measures
Essential
Questions & Big
Understandings
Artistic
Processes
Standards
See Handout
PILOTED MEASURES
HTTP://WWW.SDE.CT.GOV/SDE/CWP/VIEW.ASP?A=2618&Q=322250
STANDARDS OUTLINE:
HTTP://WWW.CTCURRICULUM.ORG/STANDARDS_MENU.ASP
COMPLETED LOCAL ARTS GUIDES:
HTTP://WWW.SDE.CT.GOV/SDE/CWP/VIEW.ASP?A=2618&Q=320846
REVIEW OF PILOTED MEASURES
HTTP://BETA.CTCURRICULUM.ORG/TASKS/VIEW-TASK.ASPX?ID=2097
SHARING OF PILOTED EXAMPLE: 2ND GRADE RHYTHMIC
IMPROVISATION
Working Examples
Following the musical activity, talk with your neighbor
to determine possible answers:
What were possible “essential questions” and
“big ideas”?
What relevant Standards were addressed?
What skills and concepts were involved?
Grade 4
Task Description:
Students will:
*listen to music that
represents different styles
or cultures.
*identify similarities and
differences between two
selections.
*justify their reasons as to
why they like one more then
the other.
Power Standards Addressed:
9a (MU4): Students will
identify by genre or style
aural examples of music from
various historical periods and
cultures. (on their own) per
Grant Wiggins
Skills
Concepts
Aural
Recognition
Form,
Tempo
Compare
and Contrast
Rhythm,
Timbre,
Texture
Describe in
Writing (Voc)
Vocal,
Instrumental
Range
See Handout:
Champion, E.H.
Public Schools
Essential Question:
*What should I listen for in
a piece of music to be able
to describe it to someone
who has never heard it
before?
Big Idea:
*People can describe and
evaluate music more
accurately if they know what
the purpose is for, what
instruments are used, and
how the elements of music
are used.
MORE MUSIC!
Grade 3
Task Description:
Students will:
*accurately perform a
prepared song with proper
technique
*read basic rhythmic and
melodic patterns while
playing the recorder.
Power Standards:
*5a (MU4): Students read whole, half, dotted half,
quarter, eighth notes and rests in 2/4, 3/4/ and 4/4/
meter signatures.
*5b (MU4): Students use a system to read simple pitch
notation in the treble clef in major keys.
*2a (MU4): Students perform on pitch, in rhythm, with
appropriate dynamics and timbre and maintain a steady
tempo.
Other Standards :
*2a(MU8): students perform on at least one instrument
accurately and independently, alone and in small and
large ensembles, with good posture, good playing
position, and good breath, bow or stick control.
Skills
Read and
Perform
Perform
See Handout:
Champion, E.H.
Public Schools
Concepts
Melodic,
rhythmic
reading
specifics
Technical
specifics
Essential Questions:
What is good recorder
technique?
What do musicians need to
know to read music?
Big Ideas:
People who play well use good
posture, embouchure, breath
control, proper tone quality
and the correct hand position.
Musicians are able to read the notes
on the staff as well as the right
rhythms using a steady beat.
Recorder Excerpt
Student Excerpt
Collaborative Team Notes for Other Music Teachers:
Recorders should be ordered in early September or
late August.
Throughout the year, Teacher will prepare all
students to be able to try to read and play notes
B, A, & G of the treble staff, using whole, half,
quarter, eighth notes, & rests in 4/4 meter.
Make sure to choose repertoire that includes
these rhythms.
This is sight-reading. Students cannot see the
selections before testing.
Teacher listens to individual students. Students
should play each example in the sequential
order as written. Students are allowed one
restart per test but with deducting one point.
DESIGN OF MEASURE
Teacher will remind student to keep steady tempo.
Teacher gives student 30 seconds to look over the
line before playing.
Identified special needs students will be given a
sheet with letter names over the notes, if
necessary.
Students who are not being assessed can be given
music activity related to reading recorder notes
(teacher’s discretion).
Ideas: Determining Criteria for Recorder Measure
Tonal
Performed tonic notes correctly
Performed dominant notes correctly
Rhythmic
Performed with steady tempo
Performed rhythms accurately
Expression
Performed with appropriate articulation
Performed with appropriate tone quality
Executive Skills —Performed with proper:
Hand position
Embouchure
Posture
More Music!
Grade 4
Task Description:
Students will:
C) Students will improvise a solo
during a song performance.
(P) Students will perform the music
of various cultures (Traditional
West African Djembe Ensemble) in
small ensembles.
(R) Students will demonstrate
awareness of the music of various
cultures.
Students will listen to and identify
musical elements of traditional
West African Djembe Ensembles.
Standards:
MU K-4 6d: identify the sounds of
a variety of instruments and voices.
MU K-4 9b: describe in simple
terms how elements of music are
used in music examples from
various cultures of the world.
MU K-4 9d: identify and describe
roles of musicians in various music
settings.
MU 5-8 2c: perform music
representing diverse genres and
cultures, with expression
appropriate for the work being
performed
Essential Questions:
*What can we learn about a
culture by studying its
traditional music?
*Why is it important to study
other cultures?
*How would you compare &
contrast traditional music of
West Africa to other cultures?
See Handout:
Champion, E.H.
Public Schools
Big Idea:
*Learning about music from
around the world enables us
to understand and appreciate
diverse cultures.
African Drumming Assessments
See Handouts
Thank you for participating, listening, sharing,
determining, decoding, analyzing, and planning for the
success of all students!