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| Strand B: Student Learning | |||||||||||||||||||||||||||||||||||||
| Student X | |||||||||||||||||||||||||||||||||||||
| I. Introduction | |||||||||||||||||||||||||||||||||||||
| Age: 12 years old Grade Level: 6th grade Subject: Beginning Band Name of concepts illustrated: rhythm and counting How the Student's Level of work compares to others in his/her class: This student is accomplishing tasks above and beyond their peers. Student X's comprehension is ahead of the standard highest-achieving peer in their class. |
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| II. Explanation of Student Learning | |||||||||||||||||||||||||||||||||||||
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This student was selected to represent the diversity of the classroom because of their social and school background. Student X comes from an upper-middle class family. Their parents are heavily involved in the student's activities and are commonly interacting with the teachers. Student X is also high-achieving in their other classes and represents the upper percentile of their peers. | ||||||||||||||||||||||||||||||||||||
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The pieces of student work were produced through several means. The first in a nationally known assesment called the "Musical Aptitude Profile". The second example was a bi-weekly assesment produced by myself on the musical notation software "Sibelius". The third is a photo of the student's method book chart displaying their progress on an instrument. The fourth is a recording of a weekly playing test recorded onto a computer. | ||||||||||||||||||||||||||||||||||||
| What these examples show about this student's learning is that Student X is consistently ahead of the basic standard of their peers (Example 3). The student is aware of their own tone production, air inhalation, air exhalation, and personal progress (Example 4). Before instrumental instruction began, the "MAP" assessment showed that Student X already had a high musical aptitude (Example 1). This student has high comprehension and oral/aural skills, applying these skills in the classroom very well. However, he has difficulty transferring ideas to paper as is evident in the biweekly-assessment (Example 2). | |||||||||||||||||||||||||||||||||||||
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| Explanation of the student's learning occurred after class and in after-school tutoring. Student X and I discussed their success in the classroom and how to continue to progress on their instrument. We also discussed the poor results on the rhythm section of the test. Student X can verbally count the rhythms, but cannot do it in writing. We came to the conclusion that instead of just practicing the rhythms verbally at home, the student also needed to practice writing them. This would then correlate his high aural/oral skills to his low tactile skills. | |||||||||||||||||||||||||||||||||||||
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| In this case, I was fortunate of being able to communicate and involve the parents by meeting with Student X's mother afterschool. She regularly comes in during class time to observe and after school to discuss his progress. On one ocassion we discussed his test and I gave her a short lesson on counting rhythms. She has some musical background, so she was able to comprehend this skill. This enabled her to practice with the student and monitor his rhythm practice at home. | |||||||||||||||||||||||||||||||||||||
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| Strand B: Part III & IV for Student X |
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| Main Page | |||||||||||||||||||||||||||||||||||||
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| Strand B: Student Y | |||||||||||||||||||||||||||||||||||||