M AKING G OOD ON THE P ROMISE FOR A LL L EARNERS : I MPLEMENTING AND A SSESSING THE C ONNECTICUT S TATE S TANDARDS IN M USIC Linda Page Neelly, University of Connecticut Melanie Champion, East Hartford Public Schools Transition to the Connecticut State Standards and System of Assessments Third Annual Connecticut Assessment Crown Plaza, Cromwell Rocky Hill, CT August, 2012 HTTP :// WWW. EDUCATION. UCONN. EDU / ASSESSMENT / PowerPoint available at: HTTP :// WWW. EDUCATION. UCONN. EDU / ASSESSMENT /

WELCOME PURPOSE SHARE UNDERSTANDINGS OF: THE CT COMMON ARTS ASSESSMENT INITIATIVE PILOTED MEASURES WORKING EXAMPLES

THE CT COMMON ARTS ASSESSMENT INITIATIVE Reviewing Our Mission CSDE Position On the Arts Adopted 2/4/2009 ….every child deserves and needs a high-quality education in the arts…. ….the arts are an integral component of the comprehensive curriculum… ….understanding, appreciation, and participation (in the arts) is essential to an educated person…. *See

Goal: … to develop measures for evaluating student learning of Ct. State Music Standards at district and school levels. Measures developed to: *monitor and improve student learning. *ensure equal opportunity and equitable measures. *promote teacher collaboration and exchange of ideas. MEETING OUR MISSION

What it does: Encourages focus on ARTSlearning data Clarifies priorities (organic “powering”) Establishes quality standards Improves instruction Enculturates assessment skills/processes Models quality unit- embedded assessment Including appropriate integration What it does not do: Encourage unplanned, one time, interim testing Allow for instructional adjustments based on “feelings” Offer a quick “magic bullet” Rely on one approach to testing CT. COMMON ARTS ASSESSMENT INITIATIVE

ORGANIZING OUR THOUGHTS Collaborative planning process entails reaching interdependence among artistic processes (create, perform, respond), Ct. music standards, essential questions and big understandings, measures. Artistic Processes Standards Essential Questions & Big Understandings Measures See Handout

PILOTED MEASURES STANDARDS OUTLINE: COMPLETED LOCAL ARTS GUIDES:

REVIEW OF PILOTED MEASURES SHARING OF PILOTED EXAMPLE: 2 ND GRADE RHYTHMIC IMPROVISATION

Following the musical activity, talk with your neighbor to determine possible answers: What were possible “essential questions” and “big ideas”? What relevant Standards were addressed? What skills and concepts were involved? Working Examples

Power Standards Addressed: 9a (MU4): Students will identify by genre or style aural examples of music from various historical periods and cultures. (on their own) per Grant Wiggins Grade 4 Task Description: Students will: *listen to music that represents different styles or cultures. *identify similarities and differences between two selections. *justify their reasons as to why they like one more then the other.

Essential Question: *What should I listen for in a piece of music to be able to describe it to someone who has never heard it before? Skills Concepts Describe in Writing (Voc) Form, Tempo Rhythm, Timbre, Texture Vocal, Instrumental Range Aural Recognition Compare and Contrast Big Idea: *People can describe and evaluate music more accurately if they know what the purpose is for, what instruments are used, and how the elements of music are used. See Handout: Champion, E.H. Public Schools

MORE MUSIC! Power Standards: *5a (MU4): Students read whole, half, dotted half, quarter, eighth notes and rests in 2/4, 3/4/ and 4/4/ meter signatures. *5b (MU4): Students use a system to read simple pitch notation in the treble clef in major keys. *2a (MU4): Students perform on pitch, in rhythm, with appropriate dynamics and timbre and maintain a steady tempo. Other Standards : *2a(MU8): students perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow or stick control. Grade 3 Task Description: Students will: *accurately perform a prepared song with proper technique *read basic rhythmic and melodic patterns while playing the recorder.

Essential Questions: What is good recorder technique? What do musicians need to know to read music? Skills Concepts Melodic, rhythmic reading specifics Technical specifics Read and Perform Perform Big Ideas: People who play well use good posture, embouchure, breath control, proper tone quality and the correct hand position. Musicians are able to read the notes on the staff as well as the right rhythms using a steady beat. See Handout: Champion, E.H. Public Schools

Student Excerpt Collaborative Team Notes for Other Music Teachers: Recorders should be ordered in early September or late August. Throughout the year, Teacher will prepare all students to be able to try to read and play notes B, A, & G of the treble staff, using whole, half, quarter, eighth notes, & rests in 4/4 meter. Make sure to choose repertoire that includes these rhythms. This is sight-reading. Students cannot see the selections before testing. Teacher listens to individual students. Students should play each example in the sequential order as written. Students are allowed one restart per test but with deducting one point. Teacher will remind student to keep steady tempo. Teacher gives student 30 seconds to look over the line before playing. Identified special needs students will be given a sheet with letter names over the notes, if necessary. Students who are not being assessed can be given music activity related to reading recorder notes (teacher’s discretion). Recorder Excerpt DESIGN OF MEASURE

Ideas: Determining Criteria for Recorder Measure Tonal Performed tonic notes correctly Performed dominant notes correctly Rhythmic Performed with steady tempo Performed rhythms accurately Expression Performed with appropriate articulation Performed with appropriate tone quality Executive Skills —Performed with proper: Hand position Embouchure Posture

Standards: MU K-4 6d: identify the sounds of a variety of instruments and voices. MU K-4 9b: describe in simple terms how elements of music are used in music examples from various cultures of the world. MU K-4 9d: identify and describe roles of musicians in various music settings. MU 5-8 2c: perform music representing diverse genres and cultures, with expression appropriate for the work being performed Grade 4 Task Description: Students will: C) Students will improvise a solo during a song performance. (P) Students will perform the music of various cultures (Traditional West African Djembe Ensemble) in small ensembles. (R) Students will demonstrate awareness of the music of various cultures. Students will listen to and identify musical elements of traditional West African Djembe Ensembles. More Music!

Essential Questions: *What can we learn about a culture by studying its traditional music? *Why is it important to study other cultures? *How would you compare & contrast traditional music of West Africa to other cultures? Big Idea: *Learning about music from around the world enables us to understand and appreciate diverse cultures. See Handout: Champion, E.H. Public Schools

African Drumming Assessments See Handouts

Thank you for participating, listening, sharing, determining, decoding, analyzing, and planning for the success of all students!