1. What does quality look like?
2. What does quality sound like?
3. What will a group sound like if everyone performs with this level of quality?
4. How do individuals improve so the group may improve?
The answers to these questions provide your learning targets - the concepts we expect students to be able to do or demonstrate. If we take a step back at this point and look a vocal performance unit so far, it would look like this:
|performance unit within South Milwaukee's curriculum for ensembles|
I didn't try to make 5 learning targets in each area, but as it was coming together, I really liked it since our state ballot gives students a rating of 1-5. It seemed like a logical way to help students make a connection between how they perform in class and what kind of score they might expect in a contest situation. And since we have tied individual quality to group quality with our guiding questions above, our 1-5 rating could work on large group contest as well as solo/ensemble.
We're not done. Each of these learning targets needs to be broken down into criteria for assessment. But that will have to be the next installment in this series ...
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