Assessment and Evaluation takes place in many different forms in the music room. Below you will find an explanation of how your child's report card mark develops throughout the term.

Categories of Knowledge and Skills

One misconception that people often have about music is that they think since their child is taking private music lessons, they should be achieving Level 4 (or an A or an 80% or higher) on their report card. However, private music lessons usually focus on the performance aspect of music (although other elements of musical knowledge can be demonstrated through performance). In music class at school, students are assessed and graded on several aspects of their musical understanding.

Knowledge and Understanding - Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding).

In music, this usually means defining musical terms, such as pitch, dynamics, articulation, and explain or demonstrate how they are used (either through performance, or written and/or oral response).

Thinking - The use of critical and creative thinking skills and/or processes.

Often, this applies to the student's abilities to compose their own piece of music, and or analyse another musical composition based on a set of criteria as discussed in class (such as analysing a rock song for its components and musical elements, or how a composer uses musical elements to convey meaning or evoke emotion).

Communication - The conveying of meaning through various forms.

Here, the student can communicate their knowledge of musical understanding through various contexts, such as performing a piece of existing music, creating their own composition, analysing a piece of music and writing an essay about it, being able to carry on a conversation about music and demonstrating their understanding of music knowledge, etc.

Application - The use of knowledge and skills to make connections within and between various contexts.

Often, students apply their understanding of music through performance, however, some other activities that occur in music class for students to apply themselves include, theory worksheets, listening and responding to music, creating a musical composition, etc.

Assessment

Assessment basically describes the ongoing feedback that students receive from the teacher about whatever factor is the focus in music class. This could include their performance abilities on a piece of music being studied in class (not necessarily a test), suggestions on being able to improve a composition, receiving further instruction to be able to fully understand a musical concept, etc.

This allows the teacher to see how a student is developing and to provide the student with suggestions on how to improve BEFORE BEING EVALUATED.

Evaluation

This involves a student being able to demonstrate their abilities in music and receiving an official grade. For example, playing tests are selected so a student can perform a piece and demonstrate their understanding of new musical concepts learned up to that point, as well as reinforcing musical concepts learned previous to that test. So, if a student is being evaluated on a line from the method book, the student learns the new musical concepts to be able to perform the piece of music, to the best of his/her ability and after receiving feedback from the teacher in the songs prior to the test from the method book (students will learn how to play line 118 well by studying lines 1-117 with the teacher).

Terms

The music program is balanced so that all students can demonstrate their knowledge of music through their strengths. For example, a student who is a really strong performer, might struggle with composing his/her own piece of music, or being able to analyse a piece of existing music. Some students are not strong performers (usually due to lack of practice), but can tell me what all the musical terms mean, and how they are used in a composition.

The school year is divided into two terms. The report card marks for those two terms are completely unrelated as it is possible that the students will be demonstrating their musical knowledge in different ways for each term. For example, the evaluation in Term 1 could be mainly done through performance, whereas Term 2 could focus on composition or written response. Please don't think that a student's grade has dropped because the 2nd term mark is lower than the 1st, since the final grade could be generated differently. Furthermore, students involved in band do not automatically receive an A, nor will they receive extra credit for participating in band, as it is an extra-curricular activity.

Performance Evaluation

Since MOST of the evaluation in music is done through performance, here is a break down of what the expectations are for a performance test.

Articulation - the ability to demonstrate (usually through the tongue) the smoothness or feeling of a piece; proper breathing techniques also effect articulation, as more frequent breathing and throat muscle control effect the smoothness of the notes being played

Rhythm - the ability to perform the rhythm of a piece accurately

Pitch - the ability to perform the correct pitch (not applicable to percussionists)*

Tone - the ability to have appropriate sound, including dynamics, proper posture and breathing techniques, when performing; (e.g., drummers don't pound the drums, brass players have a good 'buzz', proper posture effects breath control, which effects overall sound)

*Fingering (bassists/Ukulele) - using the correct finger to pick the strings or push down frets

*Sticking (percussionists) - using the correct hand/stick to perform a rhythm

**Kit (percussionists) - the ability to perform multiple rhythms accurately and simultaneously on the drum kit (e.g., bass and snare at the same time)

Recorded Tests

Although not preferred, once students have developed the proper foundation for musical performance, they will be able to record their performances at home and submit them electronically. The benefits of this include:

- not having to perform in front of peers

- having more chances to perform the piece accurately (if a student needs to play the song 20 times until they are happy with their performance, then they can)

The requirements of recorded tests include:

- files must be shared to Mr. Neufeld via Google Drive/Google classroom on or prior to the assigned date of the test, otherwise, tests are performed in front of the class on that date

- only recordings submitted via Google Drive will be accepted (no bringing iPods or cell phones to class asking me to listen to it on the spot). Recordings must show students hands and face to be evaluated. No audio only recordings.

- good quality sound files (as bad ones can effect the overall mark).

Students can either record using an android, mac, iPod, iPad, iPhone, Blackberry, personal computer. Please do not email files to me as they are generally too large to go through the email filters. Upload the file to the HDSB drive or Google classroom and then share this file with me.