General Music Theory

In the beginning of each year, I have each student identify a specific musical learning goal. Some examples of the goals written by students are: to read music better, to perform at a consistent tempo, to recognize and perform rhythm patterns, to identify pitch by sight and/or sound. I also prompt students to identify one learning strength (which the student will utilize during our class activities) and one learning weakness (which we will improve upon by working together to develop strategies specific to each student). Students also write a grade they desire and a grade they predict.

Most students strive for perfection. I reinforce my expectation of improvement (academic and behavioral) over time rather than perfection. Although every student may not be able to demonstrate a "perfect" performance, each student can demonstrate improvement in some way over time, since each student has a specific learning style and instructional need. At least, that's my philosophy.

Students are engaged in a musical learning activity during each class session and are expected to successfully perform a maximum of 3 tasks.

Each assessment activity focuses on a specific Music concept, with the learner objective outlined and the specific tasks to be assessed are listed. Students are encouraged to assess their successful completion of each task prior to my assessment. As part of my assessment I give verbal and written feedback to students, encouraging students and offering suggestions towards improving any tasks they may not have successfully demonstrated. Improvement, in any area, is what matters most. Finally, I prompt the students to reflect and respond to questions, relating to the Music concept and the learner objective.

The maximum number of points a student should have at the end of the 4 assessments is 12 points. The translation of points into grades is as follows:

Points/Grade

11-12 ___A

8-10 ____B

4-7 ____C

2-3 ____D

0-1 ____F