Sei sulla pagina 1di 17

1

Pre and Post-Tests Graphs


Pre Test Results

PERCENT SCORES

100
90
80
70
60
50
40
30
20
10
0

Pre Test Results

STUDENTS

Note Values

PERCENT SCORES

100
90
80
70
60
50
40
30
20
10
0

Note Values

STUDENTS

Vocabulary

Vocabulary

STUDENTS

Staf

PERCENT SCORES

100
90
80
70
60
50
40
30
20
10
0

Staf

STUDENTS

Piano
100
90
80
70
Piano

60
PERCENT SCORES

50
40
30
20
10
0

Composition
100
90
80
70
60
50
40
PERCENT SCORES

Composition

30
20
10
0

STUDENTS

Listening

Listening

STUDENTS

Post test Results


100
90
80
70
60
50
40
30
PERCENT SCORES
20
10
0

Post test Results

STUDENTS

Post Note Values

Note Values

Post Vocabulary

Vocabulary

Post Staf

Staf

Post Piano

Piano

Post Composition

Composition

Post Listening

PERCENT SCORES

100
90
80
70
60
50
40
30
20
10
0

Listening

STUDENTS

Narrative Statements
Unit Narrative: The main standards addressed throughout
this project were 2. Playing instruments, alone and with
others, a varied repertoire of music, 4. Composing and
arranging music within specific guidelines, and 5. Reading
and notating music. Standard 6. Listening to, analyzing, and
describing music was addressed as well. Accommodations
were made for students at all ability levels. During
drumming, I would vary the tempo often. Slower players
benefited from a slower tempo, and higher ability students
were challenged when I would drum quickly. One authentic
problem-solving skill used in this unit was to break a problem
down into small parts instead of trying to tackle the whole
thing at once. I had students first figure out which note
values they wanted to use in their melody; then they
arranged those into rhythms. After they felt satisfied with
their rhythms, they selected a pitch on the piano to go with
each note value. For many students, this was easier than
trying to just compose straight through. There will be many

problems in life that will require students to break


information down in this manner. Instructional strategies
used during this unit were modeling, echoing, process work,
and discussion. Technology used during the project includes
a CD, an electronic book, YouTube, and the Real Piano 3D
app.

Assessment Narrative: The accommodations made for the


assessment occurred during the tests and the final project.
The test really only took an average of 15 minutes for
students to complete, but if any student wanted more time,
they could have the entire period. When completing the
composition project, high ability students were given a wider
range of notes to choose from, and students who were
struggling could pick from only two or three notes. In
designing the assessments for this lesson, I first started with
the composition project. I had completed a shorter version of
the project with the last general music class, and I wanted to
expand upon it. After deciding what the final project would
be, I figured out all the content and skills that would need to

10

be covered in order to complete the final project. I realized


there were six main areas that needed to be covered: note
values, vocabulary terms, parts of the staf, the notes on the
piano, composition (creativity), and listening. I then wrote
the pre/post test to cover each of these areas. The main
performance assessment in this unit was each students
performance of his/her final composition.

Instructional Narrative: Directions were presented to


students through verbal and written instruction; visual
examples were always put up on the board when applicable.
The project relates to the standards in the unit by having
students compose (Standard 4) and perform on instruments
(Standard 2). To successfully perform the final composition
students also had to read their composition as well as their
partners, incorporating Standard 5. The project accounts for
diferences among the students by giving them multiple
means of representation and expression. Students who are
visual learners had access to information on a board and
those who are auditory learners benefited from class

11

discussion and teacher instruction. Socially, students were


allowed to work with partners, but did not have to if they felt
uncomfortable. Some real-life skills gained from this unit are
the ability to break down a problem into manageable pieces
and work with others to reach a goal. The criteria for the
project were that students understand the concepts of
melody and accompaniment and have the basic music
literacy skills to create both a melody and a short line of
accompaniment. Students were also expected to master
basic drum and piano technique for their performance
assessment. The criteria for the project was discussed on the
first day of class and revisited in detail each day of the unit;
the final composition project was introduced on Day 7.

Results Narrative: The majority of students scored


between 30% and 60% on the pretest. Labeling the notes of
the piano was the lowest scoring section of the tests;
labeling the parts of the staf was the highest scoring
section. Two portions of the test, vocabulary and listening,
had only 2 or 3 questions, so the percentages were lower

12

overall in both the pre and posttest. Several students missed


all the questions in these two sections or just didnt answer
certain sections, causing the graphs look rather empty. The
main change made to the unit based on the pretest data was
adding in more time for learning the notes on the staf and
applying them to the piano. Overall, students performed
very well on the project. The biggest problem in performance
was keeping a steady tempo, while the biggest composition
problem was students writing the second line of melody in
treble instead of bass clef. The rubric was weighted evenly
between composition and performance; if the performance
were weighted more heavily, some students would have
received higher scores. There was great improvement
between the pre and posttest. Each student completed every
section of the test, which raised scores dramatically on its
own. The piano, vocabulary, and compositions showed the
most improvement, with the staf section having the most
perfect scores (15). Based on the results I would say the
strengths of this unit were the use of visual aids in
instruction and modeling. Students were able to label the

13

parts of the staf well and their compositions were well


written, with proper formatting, which was all information
supplied as a visual on the board. I used modeling to help
students be creative and create their own rhythmic patterns;
I would model diferent patterns and then have students take
turns doing the same. One weakness of the unit was lack of
review when it came to vocabulary and keeping a steady
beat. Those two areas were focused on heavily at the
beginning, but fell to the side when students began their
projects. I would also add another vocabulary word, tempo,
so students can understand how fast or slow to play while
keeping a steady beat.

Final Statement: I plan on using this unit in my future


general music classrooms, and would definitely try to adapt
it for a performing ensemble as well. I believe all students
should have a basic set of composition skills, not just general
music students. The value in completing this unit has been
seeing the students growth over the period of two weeks
and working to adjust my teaching style to their needs. It will

14

benefit me greatly to have a unit ready to teach when I have


my own classroom. I will take what I learned about my
strength and weaknesses from this unit and improve upon
them for the future.

Instructional Efectiveness Project Rubric


Inefective

Improving

Efective

15

Sets
measurable
objectives

Teaching
and
Instructional
Strategies

Checks for
student
understandi
ng

(0-4)
Objectives are
not stated,
developed, or
are irrelevant to
the standards
addressed in
the unit.
Students are
not made
aware of these
objectives.

(5-7)
The teacher
creates
objectives that
are developed
throughout the
unit, but do not
always line up
with the
standards.
Students are
made aware of
the objectives,
but not their
purpose in the
unit.

Strategies are
used that
hinder or
obstruct the
learning
process. Only
one strategy is
used and
planning is not
evident in the
lesson.
Instruction does
not account for
learner
diferences.
The teacher
does not give
any
opportunities
for student
response, and
often moves on
to a new
concept without
checking for
mastery. The

Mostly
appropriate
strategies are
used that helps
students to
master
concepts and
skills. More
than one
strategy is
used, but
strategies do
not account for
all learning
diferences.
Diferent
assessments
are presented
but are not very
efective. The
teacher
sometimes
checks for
understanding
but still needs
to give

(8-10)
The teacher
creates
measurable
objectives and
goals that fit
with the
standards and
allow the
teacher to
measure
student
progress.
Students are
made aware of
the objectives
and their
purpose in the
unit.
Strategies are
used that help
students quickly
master concepts
and skills. A
variety of
strategies are
used that
provide multiple
means of
representation
and expression
for all types of
students.
The teacher
checks for
understanding
and asks highlevel questions.
Assessments
are efective in
assessing
mastery of skill
and concepts.
Students are

16
teacher rarely
checks for
understanding.

Time
manageme
nt and
pacing

Creates
classroom
culture of
respect

Lessons are
either too fast
or too slowly
paced for
students to be
engaged and
absorbing
material.
Students and
teacher often
get of topic
and waste time
of trivial
concepts.

students
opportunities to
respond.

Lessons move
along at an
agreeable
manner,
although there
is some dead
time to be
filled. Students
are engaged
most of the
time, but time
is not always
managed well
for maximum
learning.
The students
Students show
show disrespect general respect
for the teacher
for each other.
and their peers. Consequences
The teacher
for
does not
disrespectful
address
behavior are
negative
not enforced
behavior or
well by the
give positive
teacher, or the
reinforcement.
teacher focus
The students
on only a few
are unwilling to students
collaborate with behavior.
each other.
Students are
mildly willing to
work with each
other.

asked to
problem solve
and respond to
open-ended
questions.

Lessons are
well-paced and
constantly
engaging
students. An
appropriate
amount of time
is given for each
part of the
lesson and time
is not wasted on
trivial concepts.

Both teacher
and students
are invested in
academic
success.
Disrespectful
behavior is
discouraged
among peers
and
consequences
are consistently
given for
inappropriate
actions.
Students are
eager to assist
each other in
collaborative
problem solving.

17

Potrebbero piacerti anche