Feeling the Beat and Rhythm
One assessment tool that I can use in the primary and junior classrooms are the cut out hearts and the art materials for notations, and beats and rhythm. The openness of these materials allows students to manipulate and experiment while I would be able to make quick observations or pictures of their work. The use of the hearts make sure that the beat is consistent while the art materials can be altered. The visual and tactile aspect of this music assessment allows students to step away from the pencil and paper form. Students can see how different notes can fit. Moreover, the novelty of the materials can engage students who might not normally be interested. The use of this assessment has shifted my idea of what assessments can look like and achieve. It doesn't have to always rely on the pencil and paper version for students to show their understanding. The non-permanent nature of the materials and portability makes this assessment open it to modifications for different learners in all grades.
This is different from when I assessed beat and rhythm in my Grade 3 practicum. The students were expected to create a composition with pieces of paper that represented different notes (blue = quarter note, yellow = eighth note, vibrant orange = sixteenth note, white = rest). The use of the coloured papers helped students visualize their compositions, and supported ELL students. However, students had to be set on what they wanted to make and the and the opportunity for experimentation and risk-taking was limited.
For whole group, small group, and individual assessments, it can be modified for a wide range of grades. This assessment also provide multiple “hands-on opportunities for students to develop and refine their skills and knowledge in creating… and responding” (OME, 2009, p. 8). With individual assessment, students can make mistakes and it could be easily remedied and the stress of being put on the spot is minimized. Students can work at their own pace and at their own skill level. Especially in a small group or partner situation students can be tested and work on their listening skills and understanding of notations with a trusted peer. In a whole group assessment I can quickly make observe who needs that extra support and who can be challenged. It is also with this assessment that I can take the time to work one-on-one with other students, as others are doing as their own work. This ensures that all students are working hard and growing as musicians.
