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Elementary School: I call this the gallery duck walk. We decide as a glass what part of the rubric we will focus on when we view a classmate's work. We tuck our hands behind our back like duck feathers and slowly waddle to each table to see what our classmates have made. We critique with a sentence stem or sticky note and leave the note for our classmates. This can prepared on short papers or written on the spot depending on the grade level. Students need to turn in a _ # of critiques using their art language. When the teacher calls time or signals by music, students move to the next table to view their classmates' work. 

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Elementary School: I call this the gallery duck walk. We decide as a glass what part of the rubric we will focus on when we view a classmate's work. We tuck our hands behind our back like duck feathers and slowly waddle to each table to see what our classmates have made. We critique with a sentence stem or sticky note and leave the note for our classmates. This can prepared on short papers or written on the spot depending on the grade level. Students need to turn in a _ # of critiques using their art language. When the teacher calls time or signals by music, students move to the next table to view their classmates' work. 

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Middle and High School: I call this assessment type Tabletop Tweets. Using a large sheet of paper, I place this in the middle of the class table and ask each table member to record their response to a prompt, keeping their response to the brevity of a tweet. 

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Middle and High School: I call this assessment type Tabletop Tweets. Using a large sheet of paper, I place this in the middle of the class table and ask each table member to record their response to a prompt, keeping their response to the brevity of a tweet. 

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This site is full of teacher voices on peer and self assessments.

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by grade level: by method:

AABA Composition: Peer Assessment

Instructor(s): Gina Trombetta

Synopsis:

I paired my 6th grade students for this entire process as they learned the basic techniques to begin composing their own AABA form songs. Experimentation, notation, and verbal and written reflection effectively amped up this partner work and helped students to develop confidence in their choices and performance.

Strings Technique: Peer Assessment

Grade Level: Elementary (K-5)

Synopsis:

My upper elementary students learned basic violin technique and engaged in peer assessment using a D & A string rubric which I introduced one criterion at a time. At the end of the project, students showed both improved technique and greater independence. The continuous use of vocabulary was very beneficial for their musicianship as well.

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Music Projects - Arts Assessment For Learning

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by grade level: by method: AABA Composition: Peer Assessment Instructor(s): Gina Trombetta Synopsis: I paired my 6th grade students for this entire process as they learned the basic techniques to begin composing their own AABA form songs. Experimentation, notation, and verbal and written reflection effectively amped up this partner work and helped students to develop confidence in their choices and performance.

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https://get.plickers.com/

These are great! They are codes with QR codes on them. Each student is assigned a number on the Plickers app. To assess students, set up a multiple choice question on the app. Students get their plicker card, then they hold it in the position that matches their answer. (Example: if they want to answer A, then they make sure they rotate it so that A is on top) Teacher scans the room with the app of their phone, and it records student answers. These are great for exit tickets!

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Formative assessment has never been faster.

Plickers is the free card activity your students will love.

Join millions and play in your next lesson.
Sign up for free
Used by K-12 teachers in over 100 countries

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Generally, any small scale, low risk art practice that has specific directions (use paper to cut, rip and layer image, color and text on a single page) is one of my approaches. This allows students to get to making quickly and get some practice in before making a final for that unit. I usually ramp up the difficulty (small worksheet > one-page free example > final with a strong concept

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This assessment allows the student to reflect on his/hers performance during music class. This could be used for any instrument dealing with rhythm.

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After doing a class wide SEE THINK WONDER activity, I have students, on large chart paper & in small groups, analyze artwork for the unit listing what they see and think about as a group on a T-Chart. Then, I have each group share their answers and think aloud what they are still wondering about, having the class engage with that group.

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Brainstorming is a big formative assessment grade to evaluate that students understanding of the bigger ideas/concepts. It usually has open ended questions to get the students developing their ideas, sketching out concepts and listing out keywords that they associate with their artwork.

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students have different color post its that represents different ideas that need help or are great...

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A very cute mini-assessment for Pre-K for sound effects is to ask each student to make a different sound effect before lining up, which other students need to guess (horse galloping, siren, etc.). If they guess correctly, the student lines up. If not, the student tries again.

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My strength as a visual art teacher who teaches life skills, certificate track, IEP/504/BIP, truant, extreme behavior issues, ESOL, GE, GT and many students who are repeating my classes either because they failed and because we sometimes doing have space to put students in courses they haven't already received credit for is a tiered rubric.  My rubric always has at least 3 tiers. The middle tier is the general rubric for the unit and even that is differentiated but then there is always an advanced version of the project (also differentiated) and a modified version of the project. All three tiers are strictly standards focused. This helps all students achieve the *standards*-based objectives/goals and it also helps me differentiate every step of the learning process from warm-ups, skill builder activities, and the final product on a daily basis. 

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My strength as a visual art teacher who teaches life skills, certificate track, IEP/504/BIP, truant, extreme behavior issues, ESOL, GE, GT and many students who are repeating my classes either because they failed and because we sometimes doing have space to put students in courses they haven't already received credit for is a tiered rubric.  My rubric always has at least 3 tiers. The middle tier is the general rubric for the unit and even that is differentiated but then there is always an advanced version of the project (also differentiated) and a modified version of the project. All three tiers are strictly standards focused. This helps all students achieve the *standards*-based objectives/goals and it also helps me differentiate every step of the learning process from warm-ups, skill builder activities, and the final product on a daily basis. 

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My students unpack and assess artwork by using a 4-step artwork critique.  Students Describe, Analyze, Interpret, and Evaluate artwork.  I have language frames that guide the 4-step critique discussion taped to every art room table.

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Have students find an example of the target skill in another student's work and share with class.

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Have students find an example of the target skill in another student's work and share with class.

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I've been using Padlet for students to practice giving & getting feedback. They post an image of their work, along with a short description of their work, and any specific feedback they want. Students give feedback to at least 3 other students using the TAGS format. T = tell them something they did well. A = ask a question about their work. G = Give them a suggestion. S = BE SPECIFIC ("this looks good" is not specific, what specifically looks good?). I post this sentence starter for those that may get stuck or need help writing.

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I do an exit ticket the day after I introduced a new element or art terminology, it is either multiple choice or fill in the blank.

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My students unpack and assess artwork by using a 4-step artwork critique.  Students Describe, Analyze, Interpret, and Evaluate artwork.  I have language frames that guide the 4-step critique discussion taped to every art room table.

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Emeralde Manko-After working on a day or two of a new project, I have students go around to their peers artwork and they write "Glows" the strengths, or positive comments about their work. "Grows" are suggestions and feedback. We of course go over, how you have to use art vocabulary and techniques that we use in their statements, you can't say "This is pretty," or "This is ugly." We have to be positive statements like...
Glow: I love how you used line to create extra details in your design.
Grow: I like your start on the project, but maybe you could....
Then, students can use the grow statements to help them successfully complete their work.  I think it also helps to build self-confidence.

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Pre-K students echo a rhythmic pattern before lining up.

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My students use peer to peer feed pack by using post-it notes pared with a gallery walk. I put up all their work and they walk around the room and leave comments on each piece. I leave comments first to model art language, I hope they see this and leave something more that "I like this" or "great". It will take time but I hope that they give more thoughtful responses over time.

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Daily exit tickets on the topic of the day. Students write and/or sketch about the topic of the day. Depending on the lesson they are defining the concepts or reflecting on their practice.

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Creating a visual library for using a new material is one way I have done formative assessment. First students share ideas they have for how to use the new material or concept, and I write them on chart paper. Next students play and experiment with a concept or material on their own or in pairs. Then students teach each other about the ways they used the concept or material in a whole group debrief. During the debrief students may add their work to the chart paper or cork board to create a visual library to refer to in the future as they use the material or concept in a larger project. 

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Creating a visual library for using a new material is one way I have done formative assessment. First students share ideas they have for how to use the new material or concept, and I write them on chart paper. Next students play and experiment with a concept or material on their own or in pairs. Then students teach each other about the ways they used the concept or material in a whole group debrief. During the debrief students may add their work to the chart paper or cork board to create a visual library to refer to in the future as they use the material or concept in a larger project. 

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During class, I have students  answer a question about the lesson topic. They can answer it using full sentences, words or illustrations.

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Usually at a half-way point in project studio time, I give students an in-progress peer check where they evaluate a peers work of art and give one another feedback. They evaluate the work based off of categories from our final project rubric, but simplified. After writing, they also have a verbal conversation about their work and give valuable feedback. The example check in attached here is from our project inspired by Tupac Shakur's poem A Rose That Grew Through Concrete. After students receive this peer feedback, it gives them an opportunity to reflect on their progress before our last studio day and make changes to their work if needed.

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having students play rhythms on bucket drums as a class, but going around the classroom to listen to and help each student

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One of my favorite formative assessments is to have children sing back to me patterns starting off. Eventually this leads to them creating their own patterns and singing or playing them back to each other

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LL Emberson--My middle school students analyze each others' work by the 4 step process- describe, analyze, interpret and judge. They choose a classmate's work to do a written critique and then share out with the rest of the class.

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LL Emberson--My middle school students analyze each others' work by the 4 step process- describe, analyze, interpret and judge. They choose a classmate's work to do a written critique and then share out with the rest of the class.

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I am implementing do nows.
I also ask formative assessment questions students questions to line up.

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https://wow.boomlearning.com/

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Boom Learning | Empowering teachers and students

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Boom Cards transform the classroom into an interactive, gamified learning experience with data to track progress and identify learning gaps.

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Exit tickets can be used to assess student comprehension. A hard copy like a sticky note or virtually with a Google Form. Students can share something they learned during class or they can answer a specific question about what was taught that day.

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I use sketchbooks for both brainstorming as assessment after we have learned all of the scaffolded skills for a project and also for smaller sketches/skill demonstration activities as formative assessment.

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www.musictheory.net

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Nat, Mrs. R, , Danielle O, and General Music attendees

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Nat, Mrs. R, , Danielle O, and General Music attendees

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Formative Assessments-Recorder-Check for correct fingerings, correct as needed. In future classes, Check for recall of correct fingerings (do they now remember how to play it correctly?)

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Echo patterns, monitor, check for accuracy in both pitch/intonation and rhythm. In future classes, check for retention of skills.

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I too use Artful thinking routines, Artist statements, kahoots at the end of a Cycle.  I also use Scrum boards to chart progress and where students are at (great for group work) 

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I too use Artful thinking routines, Artist statements, kahoots at the end of a Cycle.  I also use Scrum boards to chart progress and where students are at (great for group work) 

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**Dec 29, 2020 update: The issue of multiple correct answers in B Mode has been corrected!

The Rhythm Trainer is a free website for learning and practicing rhythm. There are two types of exercises: A Mode where you click in the rhythm you hear, and B Mode where you see a rhythm and choose the sound that matches. At the end of your session, you can email your results to anyone (for example, your teacher) and they can see how you are doing! NOTE: Some email systems block the emails.

This site is the original since 2007 and is accessible (free!) from all devices.
There is no Apple or Android app (and never has been, though many have "borrowed").
Feel free to email me with comments, suggestions, questions or just to say hello! at john@therhythmtrainer.com

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rhythm trainer john blank practice exercise free music school beat beats html html5

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a free rhythm trainer created by John Blank

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Mrs. Nicole R. Vandersloot - Mary Had a Little Lamb Formative Assessment

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Mrs. Nicole R. Vandersloot - Mary Had a Little Lamb Formative Assessment

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Checking students progress as they learn to play Mary Had a Little Lamb using iconic notation, standard notation is also given to the students.  Looking for correct right hand position on the keyboard, correct pitch and rhythm identification and execution.  Feedback given to students throughout the process

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Playing rhythm patterns with accuracy.
1. Recognize the patterns/ notes/solfege
2. Give Ss a rhythm/musical phrase to ID
3. Check for accuracy through imitation, responding, reading, creating.

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Meet Google Drive - One place for all your files

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This is a warm up sheet I use for analyzing an artwork.  I choose an artwork in line with what we are workin on in class.  Students look at the same work over a period of 5 days (first 5-10 minutes of class) I then usually show a video about the artist on day 5 and we discuss.  https://docs.google.com/file/d/1A8qAfGRXIR96H9a1Qv-ohu4A0Wt0aRQu/edit?usp=docslist_api&filetype=msword

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Meet Google Drive - One place for all your files

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Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

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I use rubrics a lot. I also provide individual feedback while students are working. 

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I use rubrics a lot. I also provide individual feedback while students are working. 

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Halfway through the creation of a project I have students work with a partner or in small groups to critique each other's work using the PQP (Praise, Question, Polish) method. They write their feedback, share it out loud with each other, and write down the feedback they received on the same worksheet.

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Bucket Drumming formative for 8th graders

Put different rhythm cadences in one bucket and have students randomly pick a cadence

Have students sit in a circle and play their rhythms in counts of 4, measure how the student plays. Are they coming in on the right beat? Did they play the correct rhythms?
Help students who may struggle with coming in on beat.

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In my summative assessments, I use the projects themselves, but my formatives are the brainstorming pieces or even the steps to get to the summative piece.

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I have the students complete a warm up as they enter the room, this gets them working right away and helps them transition into 'art mode.' Warm ups are turned in and the lesson is started. At the end of class when I collect and review classwork for the day, I can usually compare that to the warmup to see what progress was made that day. I have the students do the same warmup multiple times throughout some units to see any growth or gaps in understanding/what's not working that I need to adjust.

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Mindful walks...I visit each table and  observe students work and give immediate feedback. When I notice the same difficulty among the group I stop, reteach, have a peer share their understanding and allow students to regroup. 

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Mindful walks...I visit each table and  observe students work and give immediate feedback. When I notice the same difficulty among the group I stop, reteach, have a peer share their understanding and allow students to regroup. 

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Middle & Elementary students use checklist rubrics for peer-to-peer assessments, to generate discussion about how their work is fulfilling the project's criteria. 

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Middle & Elementary students use checklist rubrics for peer-to-peer assessments, to generate discussion about how their work is fulfilling the project's criteria. 

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Sketchbooks are a great tool to guide the creative process and chart growth and allow students to self evaluate and self discover.

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Sketchbooks are a great tool to guide the creative process and chart growth and allow students to self evaluate and self discover.

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I utilize a think-pair-share questioning system where I ask the whole class questions when analyzing an artwork. Students then share with a partner things they wonder/notice about the artwork and discuss with their partner. We then come back together and the partners share out their thoughts and we collaborate then as a class through discussion.

- Claire Placky Visual Arts, #207

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For my students we did rhythm tik tac toe, Where the students had to come up and pick a rhythm on the board and based on what the see they have to tell the time signature, then clap out the rhythm while doing he counting. This shows that they are able to analyze and comprehend they rhythmic patterns they see.

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I use four general catergories for every project: 1.Organization (how are you organizing the elements of this project?); 2. Personal Connection (What details have you included to tell your story?); 3. Craftsmanship (What techniques and materials did you use in a quality way?); Process (Did you use class time wisely and complete every daily task and follow the creative process for this project?) Then the student help develop the specific criteria for each catergory based on the current project. They make observation about sample work and then determine which category that observation would fall under. When the specific project criteria is complete we make copies and students refer to the criteria throughout the project and can self assess as well.

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I use four general catergories for every project: 1.Organization (how are you organizing the elements of this project?); 2. Personal Connection (What details have you included to tell your story?); 3. Craftsmanship (What techniques and materials did you use in a quality way?); Process (Did you use class time wisely and complete every daily task and follow the creative process for this project?) Then the student help develop the specific criteria for each catergory based on the current project. They make observation about sample work and then determine which category that observation would fall under. When the specific project criteria is complete we make copies and students refer to the criteria throughout the project and can self assess as well.

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https://www.nammfoundation.org/articles/2020-03-13/virtual-music-making-during-national-health-crisis?gclid=EAIaIQobChMIsuLxmb-B9AIVCqCzCh3XLQE-EAAYASAAEgJiYPD_BwE

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Replay the Webinar: Teaching and Learning Music Online

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The power of music is amplified through the events we share – be it as performers, learners or audience members. Teaching and learning music can thrive through the remarkable tools, resources and people that are engaging in music online.

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Check out NAFME's collection of articles and statements on best practices for assessment in music education. 

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Check out NAFME's collection of articles and statements on best practices for assessment in music education. 

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Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.

Since his arrival at The University of Kansas, Johnson has taught courses in Instrumental Conducting, Teaching Instrumental Music, Managing Behaviors in the Music Environment, Psychology and Acoustics of Music, and Research Methods in Music Education and Music Therapy. Johnson served two terms as the editor of the International Journal of Music Education: Research, the research publication of the International Society for Music Education. He is currently serving his second term on the National Association for Music Educations Executive Committee of the Society for Research in Music Education. He also served on the editorial board of the Journal of Research in Music Education, and one earlier term as the Chair for the MENC Executive Committee of the Society for Research in Music Education. Johnson also served as the Chair for the Research Commission of the International Society for Music Education.

Johnson's research interests include applied research in music education, and basic research in all aspects of the psychology of music. He has published articles in many journals including the Journal of Research in Music Education, the International Journal of Music Education, the Journal of Music Therapy, Journal of Band Research, Contributions to Music Education, and the Bulletin of the Council for Research in Music Education, among others. Johnson has also been an active member and contributor to the Research Seminar of the International Society for Music Education and World Alliance for Arts Education.

Johnson received a university teaching award - the Ned N. Fleming Award for Excellence in Teaching and received the recognition for Graduate Teaching Achievement from the Center for Teaching Excellence. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.

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Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.

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For students who will have the summative task of staging a scene from a piece of text, earlier in the unit, have them create tableaus or brief pantomimes of moments first as a precursory stage to making staging and blocking choices for full scenes.

Verbal real time feedback is a necessary assessment tool in theatre performance, but it is sometimes hard to measure for data collection.

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We use games with scaffolded quizzes at Baer so I can reach all learners to ensure we know the same content and skill.  In addition to this, we have scaffolded studio project options based on their ability (visual arts team or coding/sound design team).  Stations that have different skills but cover the same concept (shape, texture, etc) can help unlock skills and talents for students who might accell with different materials.

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We use games with scaffolded quizzes at Baer so I can reach all learners to ensure we know the same content and skill.  In addition to this, we have scaffolded studio project options based on their ability (visual arts team or coding/sound design team).  Stations that have different skills but cover the same concept (shape, texture, etc) can help unlock skills and talents for students who might accell with different materials.

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While having the class read from a music score, I have them track and I walk around the room to observe them for accuracy and to see their level of skill and provide feedback for their development.

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I have my students complete an exit ticket or an artist statement. Occasionally, I will use Kahoot. I also have check-ins with the students. Lastly, the final product of their projects.

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Get a beach ball with different colored panels. Amazon has an 11pk for $11 I like to use. Write a one-measure rhythm on each panel. Have students stand in a circle. Call a name and a color. That student has to clap the rhythm indicated. All students repeat the rhythm. It's super fun and allows you to add more rhythmic ideas as they learn more. I have my high schoolers set a color scheme to arrange a rhythm (ie: red-blue-yellow-white-green).
They love it!

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SYZ 12" Beach Balls Bulk - Inflatable Swimming Pool Toys for Kids Birthday Party Supplies Favors Luau Decorations - Blow Up Classic Rainbow Color Beachball Summer Water Games Fun Gifts (12 Pack)

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Buy SYZ 12" Beach Balls Bulk - Inflatable Swimming Pool Toys for Kids Birthday Party Supplies Favors Luau Decorations - Blow Up Classic Rainbow Color Beachball Summer Water Games Fun Gifts (12 Pack): Beach Balls - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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I talked about this arts integration ELA and Art Unit I developed for 4th Grade during our break out session. As discussed, reading an artwork is just like reading a written text- its just a different langauge. This unit uses the CUBES reading strategy to understand excerpts from Shiloh and also understand how to read a piece of artwork. Students learn about landscapes from the written description in Shiloh and discuss how landscape affects the characters and events in the story. They continue to develop their own personal landscape painting depicting personal time, place and culture .

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I talked about this arts integration ELA and Art Unit I developed for 4th Grade during our break out session. As discussed, reading an artwork is just like reading a written text- its just a different langauge. This unit uses the CUBES reading strategy to understand excerpts from Shiloh and also understand how to read a piece of artwork. Students learn about landscapes from the written description in Shiloh and discuss how landscape affects the characters and events in the story. They continue to develop their own personal landscape painting depicting personal time, place and culture .

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Arts sIntegration Lesson_4th ELA_Art (Shiloh and Landscapes)

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Rhythmic dictation assessments. The teacher will perform a rhythm and the student has to determine the rhythmic pattern( time signature, notes/beats used).

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Rhythmic dictation assessments. The teacher will perform a rhythm and the student has to determine the rhythmic pattern( time signature, notes/beats used).

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Sierra Staton

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Teacher gives a 4 beats rhythm and students must write the rhythm using proper notation.

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to test a student's ability to improvise I like to put on a backing track from youtube and students get 4 beats to throw down something awesome. I use this for rhythm assessments but I also love to do it for recorder too.

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I ask students to identify the core word that relates to our topic for example, "DIFFERENT" when we discuss Native American Heritage Month. This demonstrates understanding of our topic before we go into music interventions.

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I like to give the students a warm-up the second day of them learning a concept that re-enforces the ideas expressed in the concept & strategies they learned the previous day, allowing for them to grasp foundational concepts.

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Matthew McCoy: Using Musictechteachers.com to give the students the opportunity to play the virtual piano and play interactive music theory games 

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Matthew McCoy: Using Musictechteachers.com to give the students the opportunity to play the virtual piano and play interactive music theory games 

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this website gave me and the students the opportunity to play the virtual piano and play interactive music theory games to keep the classroom fun and engaging. the songs for the virtual piano are really good for beginners and work up to playing intermediate songs like "Ode to Joy".

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Students were offered opportunities to create dances based on a chosen emotion. Chairs were used to "level the playing field" for students who have had technique and those who have had no experience with dance whatsoever. This group chose to embody depression. Through several cycles of critiquing and developing rationale for their creative choices using "tech" checklists, written poems, discussions and peer reviews, they build dances over the course of 4 weeks using techniques learned in dance progressions beforehand.

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In the beginning of class, I will ask student to write or draw in their sketchbook previously learned knowledge. For example: In their sketchbook they will write about or draw an example of learned knowledge showing the use of the element of art-Line.