Graciela Burroughs 3 December, 2013 M344 Dye RISE Goals and Objectives I think that with careful attention

to effective use of time, a good teacher can find a way to use the assessment model prescribed by RISE to improve both their teaching and the students learning, while preparing for high-quality performances. I believe that a comprehensive music education is extremely important, so focusing not only on performance, but on understanding music as a whole, will be important in my classroom. I think that the Indiana Standards for Fine Arts can provide opportunities to teach this comprehensive view of music in ways that a traditional performance-based class cannot. Incorporating assessments such as worksheets about repertoire, writing prompts, concert evaluations, physiology and theory quizzes, playing tests, scale checks, and student-chosen projects end up teaching students much more about music than they would be learning if the focus was completely on the repertoire and its performance. I believe it is important to have basic knowledge about and understand the music that you are playing, to listen to music critically, to form opinions and ideas about music, and to be held accountable for music in the same way that students are in other academic classes. These things happen to provide concrete assessments that conform to the RISE standards and can be used for evaluation, but I would focus on student learning first and foremost. By developing ways to incorporate these assessments that occupy the minimum amount of time to achieve maximum learning, there can still be plenty of rehearsal time. A reasonable compromise could be that students might spend one less night per week practicing their instruments during times when they are working on more academically intense assignments such as their final project, but in my opinion the value of that project outweighs that minimal loss of practice time. I also believe that through the assignments such as the fact sheets that pertain directly to the repertoire being studied, the students are actually still learning the music. Through listening, studying, and discussing the pieces they are playing the students are attaining a deeper level of understanding of the music, which not only helps them achieve a more musically meaningful performance, but allows the students to engage with the music and form a connection that otherwise would not have been likely to be made. Students will play their instruments with appropriate tone quality, accurate intonation, and good posture and hand position (IS H.2.1). o Assessment(s): ! Informal: Teacher will watch and listen to students in rehearsal to see and hear if they are playing with appropriate tone quality, accurate intonation, and good posture and hand position.

Formal: Students will complete one playing test each quarter (either live [in front of whole ensemble or just in front of teacher] or videorecorded), which will be graded based on individual growth, improvement, and progress, to see if the student is making improvement in tone quality, intonation, and posture. ! Formal: If students take private lessons, the private teacher can fill out a director-created evaluation form based on individual growth, improvement, and progress on tone quality, intonation, and posture, which can be turned in once per semester for extra credit. Students will play major scales and minor scales in two-three octaves with appropriate tone quality, accurate intonation, correct fingering and bowing, and good posture and hand position (IS H.2.2). o Assessment(s): ! Informal: Teacher will watch and listen to students in rehearsal to see if they can play major and minor scales in two or three octaves with appropriate tone quality, accurate intonation, correct fingering and bowing, and good posture. ! Formal: As a component of the quarterly playing test, the student will play a two or three octave scale being covered in class from the director-created scale sheet. Students will play a variety of repertoire accurately and expressively with correct pitches, rhythm, fingering, bowing, and appropriate tempo, dynamics, phrasing, and articulation (H.2.3) o Assessment(s): ! Informal: Teacher will watch and listen to students in rehearsal to see if they are playing the repertoire accurately and expressively with correct pitches, rhythm, fingering, bowing, and appropriate tempo, dynamics, phrasing, and articulation. ! Formal: Students will complete one playing test each quarter (either live [in front of whole ensemble or just in front of teacher] or videorecorded), which will be graded based on individual growth, improvement, and progress, to see if the student is making improvement in accuracy and expressivity, with correct pitches, rhythm, fingering, bowing, and appropriate tempo, dynamics, phrasing, and articulation. Students will play a variety of repertoire with a difficulty level of 4 (on a scale of 1 to 6) accurately and expressively with correct pitches, rhythm, fingering, bowing, and appropriate tempo, dynamics, phrasing, and articulation (H.2.4). o Assessment(s): ! Informal: Teacher will watch and listen to students in rehearsal to see if they are playing the repertoire accurately and expressively with correct pitches, rhythm, fingering, bowing, and appropriate tempo, dynamics, phrasing, and articulation. ! Formal: Students will complete one playing test each quarter (either live [in front of whole ensemble or just in front of teacher] or videorecorded), which will be graded based on individual growth,

improvement, and progress, to see if the student is making improvement in accuracy and expressivity, with correct pitches, rhythm, fingering, bowing, and appropriate tempo, dynamics, phrasing, and articulation. Students will listen to recordings of instrumental ensembles playing appropriate repertoire and identify and describe instrumentation, texture, compositional devices, form, style, and genre (H.6.1). o Assessment(s): ! Informal: Students will listen to recordings in class and teacher will listen as students participate in class discussion about the recordings to see if they can identify and describe instrumentation, texture, compositional devices, form, style, and genre. ! Formal: Students will listen to recordings in class of the repertoire being played and fill out quick fact sheets for each concert cycle to be kept in music folder and students will discuss answers in class to see if they can identify and describe instrumentation, texture, compositional devices, form, style, and genre. Students will compare two recordings of a work and note similarities and differences in phrasing, tempo, dynamic levels, articulations, and prominence given to various parts (H.6.2). o Assessment(s): ! Formal: Students will listen to two recordings (chosen from a list given by teacher or approved by teacher) and fill out a worksheet about differences and similarities between the two (once per semester). Students will identify compositional elements in repertoire being studied that may convey a particular emotion or mood (H.6.5). o Assessment(s): ! Informal/Formal: Students will write adjectives/moods they feel are conveyed in repertoire being played on their quick fact sheets and discuss how they are conveyed. Students will discuss the musical qualities in instrumental repertoire heard or studied that evoke various responses or emotions in listeners or performers (H.7.1). o Assessment(s): ! Informal/Formal: Students will fill out quick fact sheets for each concert cycle to be kept in music folder and students will discuss the musical qualities in repertoire being studied that evoke various responses or emotions in listeners or performers. Students will use established criteria and appropriate musical terminology to write critiques of instrumental concerts (H.7.3). o Assessment(s): ! Formal: Students will attend one string/orchestral concert/recital per year and fill out teacher-created evaluation form to see if students can use established criteria and appropriate musical terminology to write critiques of instrumental concerts.

Formal: Students will watch video recording of their own concert (after each concert/4 per year) and fill out teacher-created evaluation form to see if students can use established criteria and appropriate musical terminology to write critiques of instrumental concerts. Students will demonstrate appropriate performance behaviors in a concert venue (H.7.4). o Formal/Informal: Teacher will watch students performance behaviors at all performances and assigns grade based on proper attire, attendance, promptness, and overall comportment to see if students can demonstrate appropriate performance behaviors in a concert venue. Students will understand the physiological basis for good playing posture and technique (H.8.1). o Assessment(s): ! Formal: Students will take quiz on basic physiological principles for string playing posture/technique at end of short unit on this topic at beginning of school year to see if students understand the physiological basis for good playing posture and technique. Students will explore and identify musical devices that portray programmatic aspects of music being studied (H.8.3). o Assessment(s): ! Informal: Teacher will listen as students read and discuss program for programmatic music being studied to see if they can explore and identify musical devices that portray programmatic aspects of music being studied. Students will respond to specific writing prompts related to music (H.8.7). o Assessment(s): ! Formal: Students will respond to writing prompt at beginning of school year, discussing personal goals/strategies/requests for help/etc. for the upcoming year. Students will explore the genre, style, composer, and historical background of repertoire being studied (H.9.1). o Assessment(s): ! Informal: Teacher will listen as students discuss genre, style, composer, and historical background in class at first reading of each new piece. ! Formal: Students can choose to explore one piece in depth as an option for final project and present information in format of their choice from list provided by teacher (paper, video, poster, podcast, lecture/performance, slideshow, etc.) to see if students understand the genre, style, composer, and historical background of repertoire being studied. Students will investigate the cultural origin and evolution of specific instruments as related to music being studied (H.9.2). o Assessment(s): ! Formal: Students can choose to explore one instrument and how it relates to a particular piece(s) of music being studied in depth as an

option for final project and present information in format of their choice from list provided by teacher (paper, video, poster, podcast, lecture/performance, slideshow, etc.) to see if students understand the cultural origin and evolution of specific instruments as related to music being studied. Students will perform instrumental repertoire in an authentic style that reflects its culture of origin, and consider the role music plays in that culture (H.9.3). o Assessment(s): ! Informal: Teacher will listen as students will discuss in class authentic style, culture of origin, and role music plays in cultures of repertoire being studied. ! Formal: Students can choose to explore authentic performance practice, cultural origins, and role of music in a specific culture as it relates to a piece being performed as an option for final project and present information in format of their choice from list provided by teacher (paper, video, poster, podcast, lecture/performance, slideshow, etc.). Students will research and write an informative article about repertoire being studied that could be used for publicity, in a concert program, or as part of an informance. o Assessment(s): ! Formal: Students can choose to explore one piece in depth as an option for their final project and present the information in the format of their choice from the list provided by the teacher (paper, video, poster, podcast, lecture/performance, slideshow, etc.). Students will discuss opportunities and preparation for further study and careers in instrumental music. o Assessment(s): ! Formal: Students can choose to explore a career/path of study in instrumental music in depth as an option for their final project and present the information in the format of their choice from the list provided by the teacher (paper, video, poster, podcast, lecture/performance, slideshow, etc.).