Classroom Policies

5 STAR CLASSROOM RULES

1) Enter and leave quickly and quietly

2) Show respect to others and the instruments

3) Participate in all classroom activities

4) Listen and follow directions

5) Raise your hand

At the end of each class students will reflect with the music teacher over how they did on following the five classroom rules, represented by a star system. Those reports will be communicated to their classroom teacher, so that they are aware of any behavior issues or displays of excellence that should be documented.

BEHAVIOR PLAN

1) Verbal warning or silent signal during class

2) Student is asked to sit out during class activity

3) Student is spoken to at the end of class to discuss issue

4) Classroom teacher is notified

5) Student fills out behavior "think sheet" either during class time or at lunch/recess to further brainstorm how child can be successful in class

6) "Oops" note is sent home with student for parent to be notified and signed off on

7) Phone call or email to parent (could be used anytime to communicate with guardians of child's actions)

8) Skyward behavior

9) Referral to principal/dean of students

    • after behavior think sheet, teacher and parent contact, if the behavior does not change

    • OR there is an incident that puts another student in extreme danger with total defiance of the teacher

10) Sent to the office immediately if there is danger to another person and total defiance of the teacher

GRADING/ASSESSMENTS

Grades in music are divided into three categories: Participation, Aural Awareness, and Knowledge

Participation is graded and tracked each quarter on three main points earned per class:

    • Putting forth best effort and engaging in all activities of the lesson

    • Listening and Following Directions

    • Showing respect for others and the instruments

Aural Awareness is calculated based on listening assessments that are appropriate for your child's grade level national, state, and district standards. Below are some examples.

    • Hearing if a melody is major or minor

    • Identifying instrument sounds

    • Identifying short melodic patterns using 2-5 notes

    • Identifying short rhythmic patterns in duple or triple (simple/compound) meter

    • Dictating or writing out a familiar pattern

    • Identifying parts of a composition that go along with a story such as Peter and the Wolf or Carnival of the Animals or the Nutcracker, etc.

Knowledge is based on individual performance over information expected to be mastered in each grade level. Again, this is dictated by national, state, and district standards for the music classroom and below I have provided some examples for your understanding.

    • Identifying notes of the lines and spaces on the Treble Clef

    • Identifying the name and family of different instruments in the classroom and orchestra

    • Identifying notes, rests, dynamic markings, and other basic music notation

    • Composing simple melodic or rhythmic pieces

    • Performing on an instrument such as the recorder, xylophone, or voice

    • Understanding and applying basic music vocabulary terms