Student-Completed Post-Performance Self-Evaluation
- Artistic Process
- Connecting
Performing
Responding - Anchor Standard
- Cn10 - Synthesize and relate knowledge and personal experiences to make art.
Pr5 - Develop and refine artistic techniques and work for presentation.
Pr6 - Convey meaning through the presentation of artistic work.
Re7 - Perceive and analyze artistic work.
Re8 - Interpret intent and meaning in artistic work.
Re9 - Apply criteria to evaluate artistic work. - Grade Level
- Proficient
- Primary Strand
- General Music
Harmonizing Instruments
Traditional/Emerging Ensemble
Procedure
Students discuss the importance of evaluating a performance before and after a program. They consider evaluating tone, intonation, technique, accuracy, dynamics, style, tempo, phrasing, expression, balance, and blend.
Students discuss the importance of honest evaluation in order to learn and grow from a performance.
Students listen to their own and/or others' performances and utilize a written rubric to evaluate, such as the NYSSMA Solo, Ensemble, or Major Organization evaluation form.
Standards Code
Pr4.2.E.Ia. Demonstrate using music reading skills where appropriate how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
Pr5.1.C.Ic. Identify and implement strategies for improving the technical and expressive aspects of multiple works.
Re9.1.C.2b. Describe ways in which critiquing others work and receiving feedback from others has been specifically applied to the personal creative process.
Re9.1.E.1a. Evaluate works and performances based upon personally or collaboratively developed criteria including analysis of the structure and context.
Cn10.0.C.1a. Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
Suggested Assessment
Teacher and students use this evaluation to fully realize their level of achievement, commitment, work ethic, effort, and contribution to the group as well as their overall attitude about themselves and their playing.
Teacher and/or student generated performance rubric.
NYSSMA Solo, Ensemble, or Major Organization evaluation form
Enduring Understanding
To express their musical ideas, musicians analyze, evaluate and refine their performance over time through openness to new ideas, persistence, and the application of the appropriate criteria.
The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
Musicians connect their personal interests, experiences, ideas and knowledge to creating, performing and responding.
Essential Question
How do musicians improve the quality of their performance?
How do we judge the quality of musical works and performances?
How do musicians make meaningful connections to creating, performing, and responding?
Notes/Resources/Accommodations
NYSSMA Solo, Ensemble, and Major Organization Evaluation Forms NAfME Model Cornerstone Assessment: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwiQjbaqofbkAhWlSt8KHT0uA_8QFjAAegQIAxAC&url=https%3A%2F%2Fnafme.org%2Fwp-content%2Ffiles%2F2014%2F11%2FMusic_MCA_Ensemble_Performing3.pdf&usg=AOvVaw12U_JUEhxmUmLPUa3tRBMk
Additional Instructional Ideas
Listen to a rehearsal and respond.
Conduct a peer evaluation of sectional and individual performances.
Students create a rehearsal plan that stratagizes ways of improving their performance.
Students create a personal rubric to drive and evaluate individual musical growth.