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In lessons and outside of school, students are consistently self reflecting on their practice habits. They are asked to evaluate themselves on what they practiced, how they practiced it, and if they feel they have improved. I am asking them to evaluate the accuracy within their own performance and their own habits.

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Students would use Jamboard to record their practice methods and what they worked on. I would provide the prompt: "How have you practiced this week?" They would then post what they worked on and how they did it. What celebrations do we have this week? The goal for each week is to see them grow as they keep adding more and more posts to the document.

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In school, students will perform throughout their lesson and are given steady feedback from myself and their peers. We constantly address this so they are critically thinking about this and can take this information home with them. While at home, there may be playing assignments that have them record a small excerpt of music. They can record as many times as they like and turn it in when they believe they have performed to the best of their ability.

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Student enjoyment of the music is a major factor on how much effort they put into a given piece. When they do not enjoy a piece, we ask why? What specific reasoning do they have? This gets turned into a reflection online that allows them to write down their thoughts either during the lesson or while they are at home. This is a running document that students can add to at will.

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Within lessons, they are asked why the elements of music are used the way they are. While this is intentionally a very broad topic that produces a broad amount of answers, they need to show an understanding of that specific element of music. What does this do specifically and what effect does it add to the music?

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Apply teacher provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.

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After each performance, students will reflect on every other band they heard at the respective concert. They are asked to give at least 2 pieces of constructive criticism and 2 pieces of positive feedback. What are some things we can work on and what are things we/other groups can celebrate ?

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Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

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Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

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Demonstrate and explain how the expressive qualities are used in performers’ and personal interpretations to reflect expressive intent.

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Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

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Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

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Be able to listen and reflect on their own performance. Is the student playing the correct notes/rhythms? Are they playing with the elements of music in mind or mindlessly?

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Be able to perform a given musical excerpt accurately as appropriate to the level of music. Are you listening to the others around you? Are you performing the expressive qualities within the music?

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How and why does this music interest or disinterest you? Students will give specific reasoning as to whether or not they feel the music appeals to them citing specific evidence within the music.

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Revolved around the concept of intent and interpretation within music. Can they explain why a composer might have added a specific element? What does the used element of music do for the piece? Must be able to back up their answer with sound reasoning.

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When actively listening to performances, we are always looking to build up others and being positive about any performance. What aspects of a performance went really well? What are somethings they need to work on as a group? This focuses more on group performances rather than the individual. They need to cite specific examples they heard to back up their reasoning.

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What can we do to connect to other content areas? Students are asked to gradually connect the dots between learning and instrument and other aspects of their lives. What is similar about it? What makes it different? How can we connect the two?

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Students will work through Mussorgsky's Pictures at an exhibition as the baseline. This connects music to visual art. We listen to music regularly throughout our lessons and this specific piece has different movements that correlate to a specific piece of art. Students will be asked to show what connection the music has with the art and how it shows its similarities in practice and within the music itself.

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This is the book our 5th graders work out of during the year. It's with this that gives them the material to reflect upon and the majority of our songs come from this book. Students may also reference YouTube videos based on the technique for their instruments.

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The Ed Sueta Band Method is a systematic method based on syllables, rhythm charts and motor coordination of the foot and fingers which lead to a sound rhythmic perception. The primary emphasis of the method is on rhythm because the development of music reading skills is the major hurdle for beginning instrumentalists. Each book contains a sequential, comprehensive set of at least ten rhythm charts. The Ed Sueta Band Method has become a respected standard which continues to be used by band directors with great success today. This entry in the series is Book One for the Alto Saxophone.

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Ed Sueta Band Method: Alto Saxophone - Book One

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The Ed Sueta Band Method is a systematic method based on syllables, rhythm charts and motor coordination of the foot and fingers which lead to a sound rhythmic perception. The primary emphasis of the method is on rhythm because the development of music reading skills is the major hurdle for begin...

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Towards the end of the school year we will pull more challenging excerpts from this for students to perform. However, the majority of the music they perform for their peers and for playing assignments come from their concert music.

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Accent on Achievement, Book 1: Trombone (Accent on Achievement, Bk 1)

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Accent on Achievement Book 1 Trombone Book & CD. Accent on Achievement is a revolutionary, best-selling band method that will excite and stimulate your students through full-color pages and the most complete collection of classics and world music in any band method. The comprehensive review cycle...

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We use their concert music with this and the songs from their various books as the primary method of this. However, I integrate popular music that they may or may not enjoy as a way to relate this concept to a form of media that they are familiar with and are more comfortable speaking about.

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We'll use everything from professional recordings of a piece to popular music. We'll also use their sheet music to analyze at a basic level. The goal is to look at the music at face value and see why the expressive qualities were written in there. We will also edit a piece of music and add qualities to it while backing it up with specific evidence and reasoning.

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To practice this skill, we will listen to professional ensembles or other grade level bands. They keep a journal with critiques and positive comments. After each concert, we will listen to recordings of the other groups. We utilize these materials to keep this running record and to follow their progress.

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For this specific example, we use this specific piece as the baseline. We listen to it at first and keep a small running document with their thoughts and comments on the piece. They make connections with the piece in writing before putting it into other platforms.

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To assess performance and give them a physical record of their performance, we record using FlipGrid...or Flip now.

At the end of each trimester, I would have them use WeVideo to compile their practice videos into one product and reflect on it. (They would download the videos to their Chromebooks and add them into the software.) They can play around with the software and add whatever creative transitions they would like. They would see their growth throughout the trimester and celebrate how far they have come. Students would still record their observations each week on a running Google Doc to track their practice time.

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We primarily use YouTube and other videos to listen to different music within lessons. Not everyone will enjoy each piece and allows for them to give specific reasoning why they may not enjoy listening to the recording. This sparks discussion between the students and has them use solid reasoning other than "it was cool." or "it's bad because it's bad." (These are actual reasons they give at first.) To aid in this, I would use an annotation software such as VideoAnt to have them comment on the video in real time. (I've never done this with my students in this context so this would be a learning experience for everyone involved)

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We'll use Kami to mark up music and identify the expressive qualities. Students can also directly annotate, either through writing or typing, the document directly and record their thoughts. They can share their work out with their peers while keeping their own copy.

To have them work hands on with this, I would use the platform BandLab to have them create their own work that mimics these qualities. They can use one of (what seems like limitless) options for sound loops that embodies those specific qualities. It allows them to get hands on with the material and make a physical connection to the concept.

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We use our Chromebooks to facilitate this for the most part. Students will look up groups on YouTube and listen to different groups. For this, students will create posts in Edublogs critiquing different groups. They will be able to see other students' critiques as well and be able to look back on previous responses to see how their thought process has grown.

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Using Prezi, I would create an interactive presentation based around Pictures at an Exhibition and have students explore the art that corresponds the music as if they were walking through the museum. This provides the baseline in connecting music to other disciplines.

To go deeper, students would create their own "exhibit" using wakelet. I would have one for different images and students would be tasked with finding music to add to the list that they believe represents the art well. We would listen through various options in class and explore the art gallery together with different twists as we go through each song.

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ISTE Standard 1.1a - Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

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ISTE Standards 1.1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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ISTE Standard 1.3b - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

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ISTE Standard 1.4d - Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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ISTE Standard 1.6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

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ISTE Standard 1.3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.