9/20/10 - 3 Points of Interest on Chapter 13

1. "Music teachers who anticipate a formal evaluation of their program and teaching need to be proactive in communicating their vision and clear goals to their administrator early in the school year" (pg. 328). Since I have never been a licensed teacher, this is a difficult one for me to respond on primarily because I lack practical experience. All I can comment on is what I have heard other (more experienced) colleagues say on the matter. There is a lot of chatter when it comes to a basic "disconnect" between teachers and their administrators. This disconnect has become quite apparent to me because so many teachers are always talking to one another and arguing about it! I'm almost pessimistic about my future experiences with administrators. This pessimism has been forged by years of overhearing students and teachers complain that the administration is "out of touch" with students' needs and with various visions certain teachers have from time to time. This is really something I could use your feedback on, and I look forward to discussing it in class.

2. "In many ways, music educators have always used authentic assessments, particularly of performance" (pg. 330). I have no problems with authentic assessments of performance, as long as they are done in private. In every level of band, (grade school, middle school, high school, college), teachers love to test students in front of their peers. I know for sure that many of these students were not able to perform as well as they would have liked due to the added pressure that was placed on them. But maybe there is something to be said for this method of assessment? After all, don't students need to be able to perform in front of their peers because part of being able to succeed in music revolves around one's ability to play effortlessly in front of people? I think this is a valid point, but I also think that they start testing kids in class too early. As a matter of fact, my 5th grade band teacher used to say, "After you are done with your test, come up to the grade book and see what grade you received. In fact, look and see what all the other kids got as well!" I found that to be a little much for 5th grade.

3. "Another way to involve students in real-world assessment in music is to have them critique the work of their peers. Teachers are often afraid to open to this possibility because they do not want children to be negative" (pg. 337). I think that, generally speaking, this is a positive way to assess students. It is always great to receive feedback from your peers, and I don't think that children are generally hurt by what others have to say. From time to time, there might be a negative comment here and there, but most mature children know how to be nice and give positive feedback that doesn't destroy an individual's self-esteem. This is a practice that I would use sparingly, however. I would also wait until the later years to employ it in the classroom. Younger students aren't as mature and more likely to say whatever is on their mind. This can often present a difficult situation for everyone involved because even though children are usually very honest, brutal honesty can be hurtful at a young age. I would try to teach my students to make positive, constructive statements. I would also teach them how to critique each other in positive, uplifting ways. (They do exist after all!)