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    Students were expected to learn the eight general elements of African music. Students were also expected to identify these elements in video excerpts of authentic African music as well as effectively incorporate them into an original song.

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    Students were expected to learn the eight general elements of African music. Students were also expected to identify these elements in video excerpts of authentic African music as well as effectively incorporate them into an original song.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    74 views2 pages

    Assessmentcommentary

    Uploaded by

    api-279523086
    Students were expected to learn the eight general elements of African music. Students were also expected to identify these elements in video excerpts of authentic African music as well as effectively incorporate them into an original song.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    DavidMoul

    MUS495
    4/2/15

    AssessmentCommentary

    1.Whatassessmentstrategieswereusedandwhy?

    Mygoalsforstudentassessmentinthisprojectwereforthestudentstodevelopthe
    abilitiestoassessthemselvesandothers.Tofacilitatethis,Iusedaseriesofworksheetsthat
    guidedstudentthinkingandallowedthemtobereflectiveandintrospectivethroughoutthe
    project.TheonlyteacherassessmentsIimplementedwereverbalresponseanda
    performancegradingrubricfortheirgroupcomposedsongs.Ratherthanspendingalotof
    timeaskingquestionsofeachstudenttodeciphertheiramountofknowledgeofAfricanmusic
    priortotheproject,Ihadeachstudentansweraseriesofquestions,onpaper,thatallowed
    themtocommunicatedtheirpreviousexperienceswithAfricanmusic.Thesecond
    assessmentIusedwasverbalresponse,inwhichwespentalargeamountofthesecond
    classperioddissectingexamplesofAfricanmusicandlabelingtheparts.Thisallowedmeto
    gaugehowmuchthestudentshadretainedfromourdiscussionthedaybefore.Students
    werealsoaskedtofilloutarubricsimilartotheoneIused,duringeachoftheirpeers'
    performances.Thisstudentrubricpinpointedwhateachstudentheardintheperformanceand
    askedthemtoevaluateonanumberscaleaswellasusingprose.Finally,eachstudentfilled
    outareflectionsheetwhichaskedquestionsthat,whencomparedsidebysidewiththefirst
    worksheet,revealedwhatthestudentshadgainedfromtheprojectexperience.

    2.Whatwereyourexpectationsforstudenttlearningandhowdidyoucommunicatethese
    expectationstostudents?

    Myexpectationsforstudentlearningcorrelatedtothelearninggoalssetupineach
    lessonplan.Fortheprojectasawhole,studentswereexpectedtolearntheeightgeneral
    elementsofAfricanmusicexpressedintheacronymDIGACAVE.Ontopoflearningthe
    eightelements,thestudentswereexpectedtoidentifytheseelementsinvideoexcerptsof
    authenticAfricanmusicaswellaseffectivelyincorporatethemintoanoriginalsong,writtenin
    thestyleofAfricanmusic.Theseexpectationswerecommunicatedwithstudentsverbally,
    duringclass,aswellasincorporatedintotheworksheettheycompletedeachday.Through
    thesemethods,studentsweremadeawareoftheirresponsibilitiesandtheexpectationsIhad
    fortheirlearningthroughouttheproject.

    3.Howdidstudentsaccomplishtheobjectivesfortheseriesoflessons?Citespecific
    evidencefromstudentworktosupportyourconclusions.

    Studentswereaskedtocompleteeachtaskintheprojecteitherindividuallyorina
    group.EachactivitywaslinkedtoaworksheetsothatI,astheteacher,couldseethateach

    stepwascompletedinorder.Inalloftheexamplesofstudentworkprovided,itisvisiblethat
    byfollowingtheworksheets,studentswereabletogofromknowingrelativelylittleabout
    Africanmusic(seeexamplesofworksheet1),tobeingabletodescribetheeightgeneral
    elementsofAfricanmusicaswellasexplainhowtheirownknowledgeandviewsofAfrican
    musichadshiftedoverthecourseoftheproject.Forthecompositionportionoftheproject,
    studentsworkedinsmallgroupstocreateasonginthetraditionalAfricanstyle.Although
    eachgroupwasonlyrequiredtosubmitonecompositionworksheet,eachstudentwasasked
    tofilloutthesheetasthegroupworkedasawayforthemtoprocesswhatthegroupwas
    creatingandasamemorytooltoassisttheirretentionofmaterial.Thebiggestthree
    objectiveswereasfollows:TolearnatraditionalAfricansong,whichisvisiblyaccomplished
    inthefirstvideosegment.TolearnandidentifythegeneralcharacteristicsofAfricanmusic,
    visibleinboththesecondvideosegmentaswellasthethirdandfourthworksheets.And
    finally,tocreateasonginthetraditionalAfricanstyle,visibleinboththegroupcomposition
    worksheetsandinthethirdvideosegment.

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