Monday, September 1, 2014

Standards Based Learning and Assessment in Music: An Index

After a series of ten (ten?!) posts regarding Standards Based Learning and Performance Assessment in the music classroom, I put together a "table of contents" or index of the entire series. Feel free to click and read any or all of the posts.  I hope this is of use to others.  Good curriculum design crosses content areas - there are applications in these pages to all areas of the curriculum.

Chapter 1
Standards Based Music Assessment - Why state contest ballots won't help students improve.

Chapter 2
Standards - What They Are and What They Are Not - The pieces you perform are not units.  This post also details the four musical units we have put into place for all 6-12 ensembles.

Chapter 3
Why SBL in Music? - The personal reasons why I have started a journey to standards-based learning in music.

Chapter 4
Love at First Sight - Practical books for music departments that are focusing on student achievement and curriculum

Chapter 5
A Book You Must Read - Tony Frontier's Five Levers to Improve Learning will change the way you teach and lead

Chapter 6
Four Questions to Ask When Designing Music Assessments - It's all about quality - individual quality, ensemble quality, responsibility, and improvement.

Chapter 7
Setting the (Learning) Targets - Every topic in music can be broken down into smaller components. Teach students these 18 targets for quality vocal performances.

Chapter 8
Defining Quality - Once you have your learning targets, you can identify what represents quality (or lack of quality) in each of the 18 areas.  Also, offer strategies for improvement in each learning target.

Chapter 9
Standards Based Music Performance Report - Using the materials developed from the first eight chapters, I have designed the music assessment document presented in chapter nine.

Chapter 10
Recording & Assessing Music Performance - A pretty "tech-y" workflow that makes standards based learning doable, practical, and shareable for students, parents, and teachers.  The point is to use data to improve student & ensemble performance.  Not just to collect data.

Thanks for being a part of this journey!

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