Dakeyan C. Graham

Accomplished Practice # 1: Assessment

Illustration # 1

Source of Illustration

MUE 3311

Professor

Dr. Timothy S. Brophy

Semester

Fall 2005

Type of Assignment

This assessment example stems from a portion of a lesson plan developed and used in teaching a second grade music class at P.K. Younge School. The students attending the class were engaged in a musical lesson evaluating rhythm, pitch accuracy, and note identification. Various assessment techniques were used ranging from vocal response to critical thinking questions to a simple evaluation of past knowledge with call and response participation matching exercises.

Description of Assignment

We were teaching a lesson at P.K. Younge Elementary School in an effort to become more acquainted with teaching an actual class, as opposed to teaching ones peers and having them act as though they were in elementary school; real life representative on-the-job training. The students of MUE 3311 are required to create a lesson plan in which they are given examples of previous lesson plans and the aspect of music they are supposed to cover on their time to teach, i.e. rhythms, sons on sol-mi-do, 'America', etc. The students then prepare visual aids and whatever other materials they need to be able to engage the class and teach as if they were the teachers in the class. This lesson plan demonstrates Accomplished Practice #1 in the following ways:

• Uses assessment techniques appropriate to the grade level and students
• Employs a variety of assessment techniques
• Assesses individual and group musical performance and gives specific behavioral instruction for improvement
• Assesses learning in a positive, non-threatening manner

Artistic Processes/Medium

This is a responding example in that the students were required to respond to various types of audio and visual stimuli. The students were assessed according to the response they gave back with call and response and echo/imitation exercises. They would listen to what was being sang and repeat it back on the same pitch and in the same rhythm that it was demonstrated to them. At other times, the students play the role of an audience and simply listen and are then asked critical thinking questions in which they are to respond both verbally and with given hand gestures (thumbs up, thumbs down). They were also asked to discuss what they learned and what was covered at the conclusion of the class.

Rationale

This lesson plan contains many examples of assessment because the students were evaluated multiple times and on different comprehensible levels. On one level, the students were given the opportunity to answer as individuals of a class but not singled out with the thumbs up thumbs down approach; another, the students were asked a broad question about the meaning behind one of the songs they learned, and so background that they knew about the song. This demonstrates the Accomplished Practice by giving an opportunity for both the teacher and the students to identify the level of understanding in the classroom in a comprehensible way.

Illustration

This was a portion of a lesson plan that was used in teaching a second grade music class at P.K. Younge Elementary school. Various assessment techniques were used at the end of every activity as a method of transition into the next exercise. After learning the pumpkin song, for example, the students were asked about the content of the song; before matching the note values with their names, the students were asked a thumbs up, thumbs down question on the identification of the note as a class. To see the exact layout of the assessment methods and how they fit into the lesson plan, see Lesson Plan.

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