James Coleman
Standard 6
The teacher of PK-12 music can assess musical knowledge and skills.
A music teacher always has the responsibility of being thorough in their assessment and evaluation of musical knowledge and skills. The teacher must set specific technical and playing goals for their students so that they can be assessed based upon their progress towards those very goals.
Throughout my music education, I have had a good amount of training in assessment. I've assessed my own playing and teaching through video reflections, I've assessed student playing during clinics, teaching private lessons, and rehearsals, and I've assessed the ability of students for the sake of writing lesson plans that fall right at the students level of self-efficacy. In my private trumpet lessons specifically, I use both teacher and student assessment to gear the lesson towards that student's specific needs. I ask the student "What went well?" and "What could have gone better?" and "Why?" These questions allow the students to assess their own playing and make changes based upon their musical skills. I add my own thoughts in to combine with this which overall helps the student to improve their tone, technique, articulations, style, or other musical elements. By teaching in this individualized, constantly evolving manner, I can be successful as an educator who assesses their students for the sake of helping them improve.
My future classroom will operate using similar student and teacher assessments. I always want to give my students a chance to give their input on any given subject so utilizing this same, moldable lesson style really makes a huge difference in the student's level of achievement. Without teacher feedback though, students can lose guidance and form bad habits, so I will have to continue to use my own musical knowledge and skills to evaluate and give feedback on my students' playing. This level of high achievement serves as a main end goal for what I try to accomplish through my assessment practices.
Throughout my music education, I have had a good amount of training in assessment. I've assessed my own playing and teaching through video reflections, I've assessed student playing during clinics, teaching private lessons, and rehearsals, and I've assessed the ability of students for the sake of writing lesson plans that fall right at the students level of self-efficacy. In my private trumpet lessons specifically, I use both teacher and student assessment to gear the lesson towards that student's specific needs. I ask the student "What went well?" and "What could have gone better?" and "Why?" These questions allow the students to assess their own playing and make changes based upon their musical skills. I add my own thoughts in to combine with this which overall helps the student to improve their tone, technique, articulations, style, or other musical elements. By teaching in this individualized, constantly evolving manner, I can be successful as an educator who assesses their students for the sake of helping them improve.
My future classroom will operate using similar student and teacher assessments. I always want to give my students a chance to give their input on any given subject so utilizing this same, moldable lesson style really makes a huge difference in the student's level of achievement. Without teacher feedback though, students can lose guidance and form bad habits, so I will have to continue to use my own musical knowledge and skills to evaluate and give feedback on my students' playing. This level of high achievement serves as a main end goal for what I try to accomplish through my assessment practices.
Artifact #1
assessment_portfolio.docx | |
File Size: | 19 kb |
File Type: | docx |
This assessment portfolio provides a list of assessment tools and the rationales for their use in education, specifically with regards to music. This list is not comprehensive, but it represents many of the strategies that I will utilize in my classroom to assess my students and give them quality feedback.