ARTS EDUCATION TEACHER HANDBOOK

MIDDLE SCHOOL ASSESSMENT ITEMS

Submitted by Danny Waynick Green, Winston-Salem/Forsyth Schools

Title:
Starting at the Beginning

Grade Level or Course:
Beginning Band (6th Grade Level)

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course
of Study and Grade Level Competencies, K - 12:

• 2.01 Play at least one instrument with appropriate posture, playing position, and technique.
• 2.02 Respond to the cues of the conductor
• 2.04 Show respect for the instrumental playing efforts of others

Link with other subjects:

Mathematics, Grade 6-relating fractions, decimals and percents;
English Language Arts, Grade 6-interacting appropriately in group settings by: listening attentively, showing empathy, contributing relevant comments, monitoring own understanding;
Healthful Living, Grade 6-initiating requests for help or assistance, communicating own feelings
Information Skills, Grade 6-partcipate in various reading experiences;
Guidance, Grade 6- understanding and appreciation of life-long process of learning, growing and changing.

Type of Assessment:
x Diagnostic
x Monitoring
x Summative

Type of Item:
x Selected Response
x Written Response
x Performance
x Conversation
x Observation

Assessment Item:

Assess the success of each student in performing each fundamental basic of the beginning band curriculum:

• Each student will perform individually for the teacher. The teacher will sign his name beside every line that the student performs correctly.
• All students will be introduced to every new line, note or rhythm, and will try to perform these new skills, but they must correctly perform each line of the book in sequence as an individual before they can proceed to the next line. They will be re-tested on each line until they perform that task correctly.

Scoring Information:

The student must perform each line correctly, including pitch, rhythm, instrument position, embouchure formation, hand position, posture and volume to be considered successful and to be allowed to proceed to the next task. These indicators could be put into a rubric or checklist to help students self-monitor and work on areas that need improvement to be able to demonstrate proficiency.

Teacher notes:

There is no coming close for success. Praise should always be given for effort, but these are attainable skills for nearly all students.

Other related items:

A wall chart listing the success of students can be utilized. The visual track record gives students an incentive to succeed at a much faster rate. Students can be allowed to earn extra tries for exemplary behavior or extra practice at home. (Or, any activity that the teacher considers commendable.)
*See Lesson Plan that links with this Assessment

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