Performing Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student Learning

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[The lesson assessment that I have chosen for analysis is all primarily formative assessment
that was given during the class in response to the students performance and work as an
ensemble.
The objectives that I am focusing on are:
- Students will perform alone and as an ensemble in the proper style for the given work.
- Students will be able to demonstrate through performance that they have comprehended
and understand the basics of ensemble performance.
The Standards that are a part of the objectives taught are:
- MU:Pr5.3 Evaluate and refine personal and ensemble performances, individually or in
collaboration with others.
- MU:Pr6.1 Perform expressively, with appropriate interpretation and technical accuracy, and in
a manner appropriate to the audience and context. ]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Task 3, Part D.
[Students in my course showed patterns of growth due to individual comments directed at a
personal level, individualized differentiated instruction, and formative assessment aimed at large
ensemble and section learning. Criteria for evaluation was met through these formative
assessment comments, and overall student learning was successful in meeting the criteria.
I found that students were most successful in dealing with comments when individuals
were directed to perform by themselves or as a section to focus on their own shortcomings
rather than making comments and working the section as an entire ensemble. However, some
students were able to understand and implement the new objectives and standards easier when
participating as a part of the large ensemble, as they shy away from individual performance.
Successful learning typically took place with the use of individual modeling, either by
myself or by members of the ensemble. This modeling allowed the students to actively engage
in listening, and focus on how their sound was impacting the entire ensemble. However, picking
the correct model was important, as a few times the modeling student(s) demonstrated poor
technique or poor style and thus resulted in unsuccessful ensemble performance.
Many of the students in the ensemble learn easiest by having individual comments directed
to them and having that one-to-one connection to the teacher. The shy student or students who
are not as confident in their individual performance however benefited profusely from ensemble
comments, or comments directed to their section rather than individuals. In one of the clips
presented, I work with the trumpet soloist on Be Thou My Vision, and the student is able to
demonstrate growth and an understanding of the feedback given due to individual comments.
The ensemble is then able to grow by basing their sound off of the new trumpet solo sound. ]

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Performing Arts
Task 3: Assessment Commentary

c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to creating, performing, or responding to music/dance/theater
by applying

artistic skills (e.g., self-expression, creativity, exploration/improvisation)

knowledge (e.g., tools/instruments, technical proficiencies, processes, elements,
organizational principles)

contextual understandings (e.g., social, cultural, historical, global, personal reflection)

Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, weaknesses, confusions, need for greater challenge).
[All of the students in this class, including the 3 focus students understand the artistic skill of
expression, however their expression is not always conveyed the same as it is intended. I
believe that their understanding of the music is greater than their technical ability on their
instruments. This creates a gap between the ideal potential of the group, and the actuality of
their performance. This allows for all of the students to develop better listening skills and allows
for growth in the evaluation of themselves and of the ensemble.
By utilizing the Music Learning Theory, often call the Gordon Music Learning Theory, which
teaches the understanding of both the literal music as well as the social, cultural, and historical
implications of the piece we raise the understanding of the students. By increasing our potential
growth early, it allows our students to begin evaluating early as well which in the end allows for
more perceived success on behalf of the students.
Our selections of music, The Liberty Bell March and Be Thou My Vision allowed for individuals
to model sounds for the ensemble. This helped as the students who modeled got individualized
comments directed at them, and the rest of the ensemble was able to evaluate and give
constructive criticism on application of expression and the ability to take the solo interpretation
and apply it to the large ensemble. In the video clip provided I work with Jason on his solo in the
beginning of Be Thou My Vision from Lesson 1. By applying concepts that we have Jason work
with, it allows for concepts to be demonstrated for the ensemble. This is also a great example
of how their understanding of expression and ensemble performing is greater than the technical
ability to play it. ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply.)

In video clips from the Instruction task (provide a time-stamp reference) or in a

separate video clip
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[- MU:Pr5.3 Evaluate and refine personal and ensemble performances, individually or in
collaboration with others.
In the video clip provided for Task 3, I work with Jason on his trumpet solo and how his
individual performance will affect the performance of the group. I worked with him on dynamic
contrast and working the growth of the solo starting from a mezzo-forte and moving to a forte to
establish a growth and direction to the phrase that the ensemble can lay beneath.
Understanding that Jason is extremely bright and can pick up on musical expression and utilize
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Performing Arts
Task 3: Assessment Commentary

proper musical techniques, but lacks some of the technical skill and ideas about phrasing my
comments to him typically pushed him to do more musically while addressing phrasing issues
that will help the ensemble follow his playing.
- MU:Pr6.1 Perform expressively, with appropriate interpretation and technical accuracy, and in
a manner appropriate to the audience and context.
Similar to the one phrased above the small ensemble, as well as Jasons solo all fulfill this
standard of assessment. Comments directed to the ensemble all fulfill this as we are
establishing the proper interpretation and try to phrase as an ensemble. Technical accuracy
was not a concern at this point due to the lack of time to prepare prior to the concert that
evening.]
c. How will you support students to apply the feedback to guide improvement, either within
the learning segment or at a later time?
[By using questioning during group evaluation I can help lead the ensembles thinking back to
techniques that we have worked on. Every stoppage of rehearsal lends itself well to repeated
self-evaluation of ensemble performance, personal performance, and potential growth. This
type of reinforcement is a continual process that slowly establishes a mentality and process of
self-criticism so that the students themselves become hyper critical and are able to identify their
mistakes and be able to prepare around them. This feedback that as a teacher I provide helps
guide their development as a musician in their knowledge and application of musical
terminology and musical skills. ]
3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Task 2 and provide time-stamp references for language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be
footage of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the clips (using timestamp references) and/or student work samples as evidence. Evidence from the clips may
focus on one or more students.
a. Explain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function, vocabulary, and additional identified
demands from Task 1) to develop content understandings?
[Video Clip #2 from Task 2 is definitive evidence of the students utilizing the correct vocabulary
and using the correct syntax of ensemble performance. Beyond answering the questions asked
such as Were we rushing or dragging in this section? they explain context as to which section
was dragging or on which passages the ensemble was performing incorrectly. I believe that
some of the students were unable to answer the questions using correct terminology and that is
part of the reason why silences are very common during this group evaluation. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction

for the whole class

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Performing Arts
Task 3: Assessment Commentary

for the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[The whole class needs to continue doing group evaluation of pieces, and more importantly it
needs to be implemented in every rehearsal on every piece. This will help establish a routine of
asking the students to evaluate their own work. This will help diminish the amount of time that
students spend waiting for others to answer teacher questions. I believe that starting to call on
individuals and enforce a John, I will be asking you for your thoughts on how our ensemble
sound has improved in this section and what we can do better than proceed to follow up every
time, and call on individuals who are not as active in sharing their evaluations therefore making
all students participates.
I think beyond that the individual skill level of the performers themselves needs to be addressed.
More individual and private lessons, either in-school or out of school, need to be provided and
enforced through syllabus for the individuals to make significant progress to help diminish the
gap between the top performers and the bottom and allow for the understanding and mental
capabilities of the ensemble to match their performing ability. Since we have quite a few less
skilled musicians this will help raise the overall level of the ensemble, and will help establish
confidence in students who might feel self-conscious about it. ]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[Since our students are capable of learning from group thinking and processing, I believe that
introducing more of the student centered learning will help the students develop their own
sense of ownership of the ensemble. Without this, the expectation is on the teacher to make
the ensemble sound good and individuals will take less responsibility for practicing and learning
their own parts. Ownership of the ensemble will help give the students a sense of worth,
regardless which part they play and might help keep more students interested in staying in
music.
The use of evaluation also requires for the student to have a basis of understanding of the piece
both musically and socio-historically as well. I feel very strongly that using the Gordon Music
Learning Theory helps create well rounded individuals and musicians. Without this
understanding we have no basis for the evaluation and we have no basis for which direction the
piece should go. As much as I would love for this not to be teacher directed, the level of this
ensemble requires that when we introduce a new piece we go over the historical background,
we explain social implications around its writing and its style, and we help establish a basic
example of the direction of the piece.
Individual lessons are necessary for many beginning high school students to begin advancing
beyond a basic technical skill level, many of the students at this school have not had this
opportunity offered to them. By beginning lessons during my time there I was able to see
notable improvement in all members that I taught as well as seeing the improvements they
brought to the large ensemble. I think that all students should be offered this, and would love to
see lessons be a part of the syllabus, especially if they are offered during the school day and
are costing no extra money. ]

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