{"id":397,"date":"2017-06-20T17:36:48","date_gmt":"2017-06-20T17:36:48","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-3-assessment-and-learning-goals-2\/"},"modified":"2017-09-12T14:16:27","modified_gmt":"2017-09-12T14:16:27","slug":"chapter-3-assessment-and-learning-goals-2","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-3-assessment-and-learning-goals-2\/","title":{"raw":"Chapter 3: Assessment and Learning Goals","rendered":"Chapter 3: Assessment and Learning Goals"},"content":{"raw":"
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Chapter summary<\/h3>\r\nThis chapter is divided into two parts. The first section addresses the role of assessment in education. The second section addresses personal assessment in relation to your professional development and career goals.\r\n\r\n<\/div>\r\n \r\n\r\nRegardless of which field you find yourself in, you will more than likely be responsible for implementing a plan of goals and assessment. In business, education, science, and so forth, most productivity is determined by an evaluation of employees or students, and funding is often allocated based on that assessment.\r\n\r\nAs mentioned in Chapter 1, education assessment for all subjects and the arts has undergone significant change over the past 30 years, from No Child Left Behind to the Common Core State Standards Initiative. In this section, we will examine various discipline and national standards for the arts, particularly music.\r\n

I. Discipline-Based Assessment: National and Common Core State Standards<\/h1>\r\nBeginning in the 1990s, a \u201cStandards and Accountability\u201d movement resulted in states writing goals for what students should know. This movement fueled the Common Core Standards Initiative, which produced the Common Core Standards<\/a> that most states have adopted as of 2014. The Common Core Standards, however, are only written for English Language Arts and Mathematics, with no further intent to include other subject areas. However, this chapter will introduce the National Core Arts Standards for Music, while the Common Core standards in ELA and Math can be used when creating integrated lesson plans as introduced in later chapters.\r\n

National Core Arts Standards: 2014<\/h2>\r\nThe National Coalition for Core Arts Standards (NCCAS) is the organization responsible for creating standards for music, dance, theatre, and visual art. Below is an excerpt from the \u201cNational Core Arts Standards: A Conceptual Framework for Arts Learning,\u201d which explains some of the background in their creation.\r\n
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The standards movement emerged with the 1994 passage of the Goals 2000: Educate America Act. Title II of that act established a National Education Standards Improvement Council, which was charged with finding appropriate organizations to write standards. In doing so, there were three goals for the process: (1) to ensure that the standards reflect the best ideas in education, both in the United States and internationally; (2) to ensure that they reflect the best knowledge about teaching and learning; and (3) to ensure that they have been developed through a broad-based, open adoption process. The standards themselves were to define what students should \u201cknow and be able to do\u201d to the end that \u201call students learn to use their minds well, so that they may be prepared for responsible citizenship, further learning, and productive employment in our nation\u2019s modern economy.\u201d<\/p>\r\n

Standards for arts education are important for two fundamental reasons. First, they help define what a good education in the arts should provide: a thorough grounding in a basic body of knowledge and the skills required both to make sense and to make use of each of the arts discipline\u2014including the intellectual tools to make qualitative judgments about artistic products and expression.<\/p>\r\n

Second, when states and school districts adopt the standards, they are taking a stand for rigor, informed by a clear intent. A set of standards for arts education says, in effect, \u201can education in the arts means that students should know what is spelled out here, reach specified levels of attainment, and do both at defined points in their education\u201d (NCCAS, 2014, p. 4).<\/p>\r\n<\/blockquote>\r\nThe completed National Core Arts Standards<\/span> <\/strong>include dance, media arts, music, theater, and visual arts. The common Core Standards in the arts addresses some of the 21st-century goals in education as well. Goals in the Core Standards focus on the 4 Cs: Creativity, Communication, Cooperation, and Collaboration. Below is a section from a College Board study entitled \u201cThe Arts and the Common Core: A Review of Connections Between the Common Core State Standards and the National Core Arts Standards Conceptual Framework\u201d<\/a> (2012), which addresses the connections between the two sets of standards.\r\n\r\nThe standards are based on assessing four areas of artistic process (creating; performing, presenting, producing; responding; and connecting), with each artistic process supported by several anchor standards. In each subject, the anchor standards are broken down further into individual goals and objectives for each grade level. These goals and objectives are used in lesson planning to focus the lesson, and to aid in effective assessment.\r\n

Anchor processes and standards as defined by the National Coalition for Core Arts Standards<\/a><\/h1>\r\n

National Core Arts Standards \u00a9 2014 National Coalition for Core Arts Standards. Rights administered by the State Education Agency Directors of Arts Education. Dover, DE. www.nationalartsstandards.org All rights reserved.<\/p>\r\n\r\n<\/colgroup>\r\n\r\n\r\n\r\n\r\n\r\n
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Artistic Processes<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Creating:<\/p>\r\n

Conceiving and developing new artistic ideas and work.<\/p>\r\n<\/td>\r\n

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Performing\/Presenting\/Producing<\/p>\r\n

Performing: Realizing artistic ideas and work through interpretation and presentation.<\/p>\r\n

Presenting: Interpreting and sharing artistic work.<\/p>\r\n

Producing: Realizing and presenting artistic ideas and work.<\/p>\r\n<\/td>\r\n

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Responding<\/p>\r\n

Understanding and evaluating how the arts convey meaning.<\/p>\r\n<\/td>\r\n

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Connecting<\/p>\r\n

Relating artistic ideas and work with personal meaning and external context.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

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Anchor Standards<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Students will:<\/p>\r\n

1. Generate and conceptualize artistic ideas and work.<\/p>\r\n

2. Organize and develop artistic ideas and work.<\/p>\r\n

3. Evaluate and refine a complete artistic work.<\/p>\r\n<\/td>\r\n

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Students will:<\/p>\r\n

4. Analyze, interpret, and select artistic work for presentation.<\/p>\r\n

5. Develop and refine artistic work for presentation.<\/p>\r\n

6. Convey meaning through the presentation of artistic work.<\/p>\r\n<\/td>\r\n

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Students will:<\/p>\r\n

7. Perceive and analyze artistic work.<\/p>\r\n

8. Interpret intent and meaning in artistic work.<\/p>\r\n

9. Apply criteria to evaluate artistic work.<\/p>\r\n<\/td>\r\n

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Students will:<\/p>\r\n

10. Synthesize and relate knowledge and personal experiences to make art.<\/p>\r\n

11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe National Core Standards for music takes the details from each of these anchor areas and breaks them down into specific, individual standards for use by each grade level<\/a>.\r\n

1994 National Standards for Arts Education<\/h2>\r\nBecause the Common Core Standards in the arts or music are quite new, in many organizations the National Standards in Music from 1994 are still in use\r\n

1994 National Standards in Music Education content and achievement standards for grades K-4 (NAfME, 1994).<\/h1>\r\n<\/colgroup>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
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Standards in the Arts: Music, Grades K-4<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Content Standard 1<\/h2>\r\n<\/td>\r\n

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Singing, alone and with others, a varied repertoire of music<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 1<\/p>\r\n<\/td>\r\n

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  • Students sing independently, on pitch and in rhythm, with appropriate timbre<\/em>, diction, and posture, and maintain a steady tempo<\/li>\r\n \t
  • Students sing expressively, with appropriate dynamics, phrasing, and interpretation<\/li>\r\n \t
  • Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures<\/li>\r\n \t
  • Students sing ostinatos, partner songs, and rounds<\/li>\r\n \t
  • Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 2<\/h2>\r\n<\/td>\r\n

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Performing on instruments, alone and with others, a varied repertoire of music<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 2<\/p>\r\n<\/td>\r\n

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    \r\n \t
  • Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo<\/li>\r\n \t
  • Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments<\/li>\r\n \t
  • Students perform expressively a varied repertoire of music representing diverse genres and styles<\/li>\r\n \t
  • Students echo short rhythms and melodic patterns<\/li>\r\n \t
  • Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor<\/li>\r\n \t
  • Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 3<\/h2>\r\n<\/td>\r\n

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Improvising melodies, variations, and accompaniments<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 3<\/p>\r\n<\/td>\r\n

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    \r\n \t
  • Students improvise \u201canswers\u201d in the same style to given rhythmic and melodic phrases<\/li>\r\n \t
  • Students improvise simple rhythmic and melodic ostinato accompaniments<\/li>\r\n \t
  • Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies<\/li>\r\n \t
  • Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines)<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 4<\/h2>\r\n<\/td>\r\n

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Composing and arranging music within specified guidelines<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 4<\/p>\r\n<\/td>\r\n

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    \r\n \t
  • Students create and arrange music to accompany readings or dramatizations<\/li>\r\n \t
  • Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, or compositional technique)<\/li>\r\n \t
  • Students use a variety of sound sources when composing<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 5<\/h2>\r\n<\/td>\r\n

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Reading and notating music<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 5<\/p>\r\n<\/td>\r\n

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    \r\n \t
  • Students read whole, half, dotted half, quarter, and eighth notes and rests in 2\/4, 3\/4, and 4\/4 meter signatures<\/li>\r\n \t
  • Students use a system (i.e., syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys<\/li>\r\n \t
  • Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing<\/li>\r\n \t
  • Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 6<\/h2>\r\n<\/td>\r\n

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Listening to, analyzing, and describing music<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 6<\/p>\r\n<\/td>\r\n

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    \r\n \t
  • Students identify simple music forms when presented aurally<\/li>\r\n \t
  • Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures<\/li>\r\n \t
  • Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances<\/li>\r\n \t
  • Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children\u2019s voices and male and female adult voices<\/li>\r\n \t
  • Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music characteristics or to specific music events (e.g., meter changes, dynamic changes, same\/different sections) while listening to music<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 7<\/h2>\r\n<\/td>\r\n

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Evaluating music and music performances<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 7<\/p>\r\n<\/td>\r\n

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    \r\n \t
  • Students devise criteria for evaluating performances and compositions<\/li>\r\n \t
  • Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 8<\/h2>\r\n<\/td>\r\n

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Understanding relationships between music, the other arts, and disciplines outside the arts<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 8<\/p>\r\n<\/td>\r\n

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    \r\n \t
  • Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts<\/li>\r\n \t
  • Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Content Standard 9<\/h2>\r\n<\/td>\r\n

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Understanding music in relation to history and culture<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Achievement Standard 9<\/p>\r\n<\/td>\r\n

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