Module 7 Reflection Post: Behavioral Objectives and Assessments

1. Kindergarten, general music. Behavioral objective: pitch matching (sol-mi) in a game setting
Students will be taught a song that uses sol-mi by rote. The teacher will give the directions of the game - one student will be "Curly Joe" with their eyes closed in the middle of a circle. Another student will be the solo singer. They will sing "Hel-lo, who am I?" On sol-mi-sol-sol-mi. The object of the game is for the "Curly Joe" to guess who the solo singer is just by listening.
The assessment (for the solo singer) will be as follows:
4 - sings pitches correctly
3 - Uses a singing voice, but may be slightly sharp or flat
2 - Uses as singing voice, but is not close to matching pitch
1 - Does not use a singing voice OR does not participate

2. Second Grade, general music. Behavioral objective: Rhythm reading
Students will be given a random 4-beat rhythmic pattern made up of quarter notes and barred eighth notes. The student will clap their rhythm and say the rhythmic solfedge (ta's and ti-tis)when it is their turn. The assessment will be as follows:
4 - Claps rhythm perfectly and uses the correct solfedge
3 - Is able to say the rhythm correctly with solfedge, but struggles with clapping
2 - Is able to say the correct rhythmic solfedge, but is inconsistent with tempo
1 - Cannot say the correct rhythmic solfedge and is inconsistent with tempo

3. Third Grade, general music. Behavioral objective: Instrument identification
Students will be given a worksheet, labeled 1 - 10. Each number will have 3 different instrument options. The instructor will play a video clip of someone playing an instrument. The student will use their knowledge of instruments to circle the correct instrument being played for each number. The assessment will be as follows:
4 - Student answered all 10 correctly
3 - Student answered 8 - 9 correctly
2 - Student answered  4 - 7
1 - Student answered less than 3 correctly

4. Fourth Grade, general music. Behavioral objective: Recorder fingering
Students will be given a sheet with several blank recorder fingering charts. Next to each chart will be a note on the treble clef that students have learned to play on their recorder. The student will color the holes that are to be covered for each note. Example - for "B" the student should color in the thumb hole and the first hole. The assessment is determined on how many notes the students have learned on the recorder.

*Please note: the 4 - 1 grading scale is in accordance with my district's grading scale. 4 - proficient or above, 3 - close to proficient, 2 - not close to proficient, but likely to become so without an intervention, 1 - not close to proficient and NOT likely to become so without an intervention.