Workbook For Building And Evaluating Effective Music Education In The School Ensemble
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Author | : National Association for Music Education |
Publisher | : |
Total Pages | : |
Release | : 2013-11-01 |
Genre | : |
ISBN | : 9781565450110 |
Offers guidance to help those evaluating music teachers better understand some of the unique aspects of music teaching, and what makes a professional, competent, and effective ensemble director or general music teacher.
Author | : National Association for Music Education |
Publisher | : |
Total Pages | : 149 |
Release | : 2016-10-01 |
Genre | : |
ISBN | : 9781565450578 |
Author | : |
Publisher | : |
Total Pages | : 170 |
Release | : 2016 |
Genre | : Ensemble playing |
ISBN | : 9781565450677 |
Author | : National Association for Music Education |
Publisher | : |
Total Pages | : 158 |
Release | : 2016-10-01 |
Genre | : |
ISBN | : 9781565450660 |
Offers guidance to help those evaluating music teachers better understand some of the unique aspects of music teaching, and what makes a professional, competent, and effective ensemble director or general music teacher.
Author | : |
Publisher | : |
Total Pages | : 176 |
Release | : 2016 |
Genre | : Music |
ISBN | : 9781565450714 |
Author | : National Association for Music Education |
Publisher | : |
Total Pages | : |
Release | : 2013 |
Genre | : Music |
ISBN | : |
Author | : Brian P. Shaw |
Publisher | : Oxford University Press |
Total Pages | : 200 |
Release | : 2018-09-07 |
Genre | : Music |
ISBN | : 019060316X |
Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. There is an entire chapter devoted to tips for applying assessment and feedback strategies in rehearsals, which can result in a fresh and effective approach to performance preparation. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do, rather than whether they remembered their black socks. A variety of approaches, including Standards-Based Grading, are evaluated in light of music teachers' unique situations. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
Author | : Susan L. Haugland |
Publisher | : R&L Education |
Total Pages | : 96 |
Release | : 2013-02-01 |
Genre | : Music |
ISBN | : 1475803648 |
Crowd Control 2nd edition is a nuts-and-bolts manual for teachers of middle and high school performance-based classes such as band, orchestra, and chorus. This practical 'how-to' guide shows teachers, pre-service or experienced, efficient ways to manage large performance-based classrooms. With wit and sage tried-and-true advice, Haugland provides a complete behavior plan as well as concrete ideas for addressing the National Standards, Common Core, assessment, advocacy, and ensemble team building, along with ways to form a professional network. Accessible and indispensable, Crowd Control will become a vital resource in every music teacher's library.
Author | : David P. Doerksen |
Publisher | : R & L Education |
Total Pages | : 112 |
Release | : 2006 |
Genre | : Education |
ISBN | : |
Evaluating Teachers of Music Performance Groups provides a practical approach to evaluating teachers of music performance groups that can be used by supervisors, educators, and students. An effective evaluation system must define the teaching task and provide supervisors with the knowledge and skills to use the system. Part One of the book presents the basic documents for defining the teaching task. These include an evaluation calendar, an effective teacher profile, and five sample job descriptions. Part Two provides a review of the evaluation process with an emphasis on analyzing and evaluating music instruction. Included are sample forms for the different steps of the process, and a discussion of topics such as clinical supervision, setting goals and objectives, recording information during observations, the diagnostic/prescriptive process, and plans for assistance. The forms provided can be enlarged and copied for use by the purchaser. Those with supervisory responsibilities--both experienced and inexperienced--will find practical ideas and useful procedures readily adaptable to their professional needs. The materials presented may also serve as a resource for college subjects such as administration and supervision of school music and for courses in which undergraduates visit public school music classrooms to observe and analyze instruction.
Author | : Martin Fautley |
Publisher | : OUP Oxford |
Total Pages | : 240 |
Release | : 2010-01-14 |
Genre | : Music |
ISBN | : 9780193362895 |
This book discusses assessment and its role in teaching and learning music in the classroom. For improving learning and raising standards, it puts the case for formative assessment, day-by-day, rather than summative assessment at the end of key stages. The advice is relevant to classroom and instrumental teachers, and the academic community.