ISTE Standard 2

How can I utilize technology to design formative and summative 

assessments for my music ensembles? 

ISTE Standard 2

Assessment in music ensemble classes looks very different than assessment in science, math, or english classes.  Due to the performance nature of ensemble classes, assessments often focus on applying skills and techniques during performance rather than taking tests, experimenting in a lab, or writing essays.  This said, technology can open up a whole new world of possibilities for formative and summative assessment in the music classroom. 

VoiceThread, Google Docs/Slides, Vlogs, Blogs, and SmartMusic are a few of the resources I am excited to use for assessment purposes in my classroom.  These programs and tools allow students the opportunity to collaborate while using technology, aiding in deliberate decisions and establishing effective problem solving strategies (Cicconi, 2013). Not only can teachers assess skills, content knowledge, and student progress by using these programs, but they also give students a chance to practice interpersonal communication and leadership skills through collaboration.  Cicconi (2013) believes "technology leads to a culture of social learning by empowering students of all abilities to take on the MKO (more knowledgable other) role."  This social learning environment engages and motivates students to contribute their interests and ideas openly during assessment.  Hence, it is appropriate to utilize these collaborative technology resources as formative and summative assessment tools in the music classroom. 

Advance Organziers

Contrary to many of the constructivist teaching philosophies of today, Ausubel believed that instruction should begin with a focus on teaching metacognition rather than student perception or induction models (Joyce, 2015). He advocated for the use of advance organizers as a mean to scaffold student learning.  Advance organizers facilitate students' cognitive structures by allowing them an organizational framework with which to process new information.  Educators can prepare students for learning by providing a general context or structured outline before launching into the more detailed and specific content.

In my high school ensemble classes, I utilize advanced organizers when we begin our music history unit.  Students are given a handout that gives them a general timeline of the musical periods and the main idea "Music is a mirror of the society that created it." This main idea provides the lens through which they process the more specific concepts and information for the remainder of the unit.  Moreover, I restate this theme before each lecture and facilitate student discussion about the conclusions they can draw about society based on their new knowledge of the musical elements at the conclusion of each class.  Not only has this instructional model has allowed my students to better retain the information they learn, but I've found that they are far more engaged in learning about music history when they understand the relevance to the greater society.

*Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching. Boston: Pearson Education. Ed. 9.

Concepts vs. Facts

The term "concept" and "fact" are often used as synonyms in our society.  However, concepts are abstract ideas that are generalized by specific criteria or evidence, whereas facts are simply bits of true information (Scheuerman, R.).  Concepts require inductive reasoning and inferences, while facts can be memorized just as they are.  This distinction is important to note as educators.  By knowing the difference between concepts and facts educators can teach with concept attainment and memorization models in order to deepen student learning and better inform instructional strategies (Joyce, 2015).  

The concept attainment model provides positive and negative examples of concepts and allows students to make inferences and hypotheses about what qualifies the concepts to be categorized this way.  Then students are encouraged to test these hypotheses by identifying additional unlabeled examples and generating their own examples.  The teacher then facilitates discussion by asking students to describe their thought processes (Joyce, 2015).  This model of teaching allows the educator to gain valuable insight into how their students process information and gives students the opportunity to practice inductive reasoning while categorizing and learning the attributes of new concepts. 

The memorization model focuses on creating associations between previous known information and new facts. Mnemonics, link systems, ridiculous association, and substitute-word systems are all strategies that aid in memorizing facts (Joyce, 2015).  By teaching facts in a way that allows students to create strong associations with sensory images or past experiences, students can better recall the information they learn.  It is also important to note the practicing this recall is essential because memorization takes repetition.  

Clearly, educators can help students learn and retain concepts and facts by practicing these models in their classrooms. 

Sources: 

*Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching. Boston: Pearson Education. Ed. 9.

*Scheuerman, R. (2017). EDU 6526: Survey of Instructional Strategies. (SIS Session 3 Lecture notes on Bloom’s Taxonomy).

ISTE Standard 1: Facilitate and Inspire Student Learning and Creativity

ISTE Standard 1: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 

As an educator is in imperative that I design lessons that utilize technology to promote student engagement, creativity, and technological competencies. One way to accomplish this is by creating a project-based music classroom where students are encouraged to explore, research, and compose using technology.  Moreover, the project-based classroom provides experiences that are authentic to 21st century music careers and develops necessary musicianship skills in a way that demonstrates practical application.  The creativity of music composition, video, graphic novel, newsletter, and audio-mixing projects advances student learning.

If I am to utilize these types of projects in my classroom, I must ensure that I support my students by providing instruction and modeling proper use of software programs and web-resources as well as demonstrating academic research practices. By scaffolding student learning in this way, I help my students develop their musicianship and their technology skills and in doing so, foster a more engaged and innovative classroom culture.

Music Standards and Charlotte Mason

Charlotte Mason’s philosophy of education is in agreement with the current Washington's State Music Standards.  Her emphasis on drawing connections, engaging students' natural curiosity, and providing context for how a discipline relates to the "real world" is well suited to the music and arts standards.  Let's take a closer look at how her principles apply to each of the four Essential Academic Learning Requirements (EALRs).

1. EALR 1: The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.

The language in this learning requirement explains that students must go beyond factual knowledge to the application of that knowledge.  The daily rehearsal process for performing ensemble classes offers students opportunities to apply the concepts they learn in an experiential format.  Therefore, the concepts are not just "fragments of knowledge", but are connected to real life application and skill practice. (Cooper, 2004).

EALR 2: The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in dance, music, theatre, and visual arts.

By requiring that student learning require a creative and experiential process through which students demonstrate their skills and thinking, teachers are able to better engage their students.  Moreover, students feel a greater sense of responsibility for their own learning when they are fully engaged and have opportunities to share their ideas and evidence of learning in a variety of ways.  This standard is in alignment with Mason's beliefs that students should be able to test out their ideas, tap into their imaginations, and synthesize their learning in creative ways.

EALR 3: The student communicates through the arts (dance, music, theatre, and visual arts).

Teaching students how to communicate through the arts enhances their emotional intelligence, expressive capacities, and even engages them spiritually.  Mason would be pleased that this learning requirement focuses on educating the whole child; academically, emotionally, and spiritually.

EALR 4: The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.

Mason believes strongly that students learn better when they can relate their learning to their life experiences beyond the classroom. This learning requirement demonstrates that principle by focusing on the connections of the arts to real life.

It is safe to say that Mason would feel comfortable implementing these EALRs, as they align with her individual philosophy of education.

* Cooper, E., Anderson, E., Schaeffer, S. McCauley, & others. (2004). When Children Love to Learn: A Practical Application of Charlotte Mason's Philosophy For Today.