Blog - Creativity

1. I believe that every child will have a certain aptitude for creativity, and that each child will only be able to compose within that given ability. As a result, I do not believe that creative ability should ever be assessed. It is something too specific and particular to a given person. However, the ability to work within that skill can be assessed. I think that there are ways that an assignment can be structured such that even people with limited creative abilities can still write compositions, which are assessable depending on the specificity of the assignment. They will have more trouble with open-ended assignments.

5. Personally I am the most comfortable with arranging. I am not at all comfortable with composition or improvisation really. I feel that assessing composition would be much easier to assess than improvisation, because it is simpler to set up parameters for composition, whereas improvisation can go in many different directions.

7. I do not agree with this teacher’s thinking. I think that the child should be rewarded for thinking creatively rather than punished for not making the same choice the teacher would. However, I think that if the child were to play a note on the piano for that sound, as the teacher I would ask them to explain that choice. In this case, the sound of a tambourine could resemble a rattlesnake rattle. If the sound were less related, then I would ask for more of an explanation as to why that sound was chosen. If it was a completely arbitrary choice, then they would lose points on the assignment.

Orzolek Article

I definitely found the article more meaningful after my reading of the brophy text. After the B. text, I really understand the challenge and issues with assessment, so to read another article outlining the problems with assessment, as a whole was very helpful. I really liked most of the points that Orzolek made, as I often find the Brophy text so ridiculous, and overly detailed. I think assessment is necessary, but not to the anal extent that Brophy takes it. Both texts are not impressed with standardized testing, and are interesting in devising tests within the classroom so that they are relevant to the learning that should be taking place. Both address the mix between process and product and how the two must be balanced in the classroom. Orzolek makes several CP connections in his text, pushing assessing by having students take knowledge gained, and create something new. I felt that Orzolek had a very balanced realistic view of assessment. Perhaps more so than Brophy.

Technology

Technology could certainly be an asset for certain kinds of assessment. I think for assessment during an actual performance, it could be very helpful. Being able to video tape, or record concerts to listen to afterwards could be very valuable. In the classroom, however, there are certain kinds of problems that it could create. If students are being video taped or recorded, they often get very nervous. This effects them in two ways. Either they will try much harder than they might if they weren't being recorded, which may show you what they are really capable of, or they will be so nervous and flustered by it that they won't be able to do anything right. So a student who may be a very good sight reader could completely fall apart when staring into a video camera. Also, often having technology makes an assessment seem much more "official" which is why it can be so intimidating. i have talked to one choir teacher who has a few samll high school choirs. She has 4 or 5 recording devices which get passed through the choir. Each student will wear it for one day, and then pass it on the next. But what this allows them to do is take the recording device home with them that night so that they can listen to how they sound and assess how they are doing, and hear their progress, and it allows the teacher time to hear each student throughout the class and assess their progress throughout the year.

Blog 2

3. I don’t think improvisation should be included in music literacy, because I think that kind of creativity lives in a different part of the brain. People can be the most brilliant musicians and still not be able to improv at all. They may be able to make up some combination of pitches and rhythm, but nothing with any real musical value.

4. I think student influence being a problem depends entirely on what the assessment is. It can be a problem in assessment that requires group participation. But if students are that influenced by their peers, than that is their problem. I feel like students who want A’s will do the work for it, and if they don’t want an A and would rather be influenced by peers, that is their prerogative.

8. It is important to know if your project is product or process based, because the assessment will be designed differently for each. Process based assessment will not be concerned much with the product, and so the project must have more of an extensive process and a product that is not critical.

Blog Chapter 1

Connecting learning goals, strategies, and curriculum to assessment:
There is an obvious need for this. The need to prove to others (teachers and parents) the importance of the program. But it is also a way to work towards achieving, and adjusting programs based on the needs and abilities of students. Determining learning goals, specifically allows for learning to be able to take place, and accurate assessment. It forces a teacher to have specific goals rather than vague, performance based ideas on where they want to be. Connecting these things is just as beneficial for the teacher as it is for the student because it forces the teacher to be accountable for themselves as well. And by monitoring the work that they are doing, they can better serve the music and it’s purpose.

Philosophy:
Knowledge and learning over performance. Every child needs to come out with a love of music that will carry them through their lives. Learning to love music through understanding.
Because I want to work from a knowledge based standpoint, assessment will be a critical part of it. Some assessment of theory and such will be able to be simple objective-based assessment. However, Authentic expression is also going to be a critical part of their education. My primary goal with assessment will be two fold. First, it will meet my initial desire to give the students a way to keep track of their own progress. Many students need goals, and a way to monitor their progress. So assessment will allow them a way to see where they are at. Because my goals are for each student to work to the best of their ability, assessment will allow them to see where they fit, and give me a way to check their individual progress.