Motivation and Discipline in Music Education DEFINING EVALUATION IN MUSIC DEFINING EVALUATION IN MUSIC Good teaching that includes evaluation is illustrated.

Motivation and Motivation and Discipline in Music Discipline in Music

Education Education •DEFINING EVALUATION IN MUSICDEFINING EVALUATION IN MUSIC Good teaching that includes Good teaching that includes evaluation is illustrated by the evaluation is illustrated by the private music lesson.private music lesson. The teacher continually evaluation The teacher continually evaluation

evaluates the student’s performance, evaluates the student’s performance, making suggestions, changes, and making suggestions, changes, and assignments based on his appraisal of assignments based on his appraisal of the student’s progress.the student’s progress.

Defining evaluation in Music Defining evaluation in Music Cont.Cont.

•The objectives of the private lesson The objectives of the private lesson may seldom be stated or carefully may seldom be stated or carefully thought out, but they are made clear thought out, but they are made clear to the student by the teacher’s to the student by the teacher’s concern for specific strengths and concern for specific strengths and weaknesses of pupil’s performance.weaknesses of pupil’s performance.

Defining evaluation in Music Defining evaluation in Music Cont.Cont.

•At the end of each lesson and, At the end of each lesson and, indeed, within the lesson, teacher indeed, within the lesson, teacher and student know what the student and student know what the student can do well and what needs can do well and what needs attention.attention.

Defining evaluation in Defining evaluation in Music Cont.Music Cont.

•In the classroom, evaluation is In the classroom, evaluation is facilitated by a precise definition of the facilitated by a precise definition of the objectives, stated in behavioral terms objectives, stated in behavioral terms when possible. Good teaching can when possible. Good teaching can happen without stated objectives, but it happen without stated objectives, but it is just that-a happening. Without is just that-a happening. Without objectives that can be verbalized, good objectives that can be verbalized, good music programs and the bands and music programs and the bands and orchestras come and go with the orchestras come and go with the director.director.

PRINCIPLES FOR PRINCIPLES FOR EVALUATION EVALUATION

In one sense, all teaching can be In one sense, all teaching can be looked upon as an experiment, a looked upon as an experiment, a continual process of improving continual process of improving learning through more effective learning through more effective materials and instruction.materials and instruction.

oSimple trial and error is neither good Simple trial and error is neither good teaching nor good experimentationteaching nor good experimentation

Principles for Evaluation Principles for Evaluation Cont. Cont.

Evaluation is dependent upon Evaluation is dependent upon objectives, and, similarly, objectives objectives, and, similarly, objectives cannot function without evaluation.cannot function without evaluation.

oObjectives are still often considered by Objectives are still often considered by themselves. They serve little purpose themselves. They serve little purpose when stated in such general terms that when stated in such general terms that progress toward them cannot be progress toward them cannot be evaluateevaluate

oA common objective in music circles is A common objective in music circles is “awareness”, but it is like the pot at the “awareness”, but it is like the pot at the end of the rainbow, vague and end of the rainbow, vague and unattainable.unattainable.

Principles for Principles for Evaluation Cont. Evaluation Cont.

Goals for the band or orchestra must Goals for the band or orchestra must primarily be those taught and primarily be those taught and reasonably attainable.reasonably attainable.

Evaluation cannot begin after the Evaluation cannot begin after the learning process has started. It must learning process has started. It must be part of the curriculum planning, be part of the curriculum planning, taking place at every stage.taking place at every stage.

Principles for Evaluation Principles for Evaluation

Cont.Cont. It has become educationally fashionable to It has become educationally fashionable to

compare students, schools, teachers, compare students, schools, teachers, buildings, states, and even nations with buildings, states, and even nations with respect to school achievement, and it is respect to school achievement, and it is incumbent upon all teachers to have data incumbent upon all teachers to have data indicating that students are learning what indicating that students are learning what they should know and be able to do.they should know and be able to do.o The public seems to except football shows, exciting The public seems to except football shows, exciting

concerts, and contest wins as evidence of a solid concerts, and contest wins as evidence of a solid music program.music program.

o Most teachers and thoughtful school board Most teachers and thoughtful school board members will require additional evidence if music members will require additional evidence if music teachers claimed to be teaching musical teachers claimed to be teaching musical understanding, appreciation, ability to read music, understanding, appreciation, ability to read music, and knowledge about music, in addition to those and knowledge about music, in addition to those skills needed for a successful performance.skills needed for a successful performance.

Principles for Principles for Evaluation Cont. Evaluation Cont.

Some schools have adopted a “gain Some schools have adopted a “gain score” or “value-added” approach to score” or “value-added” approach to evaluation. The objective is to pre-evaluation. The objective is to pre-evaluate all students and judge evaluate all students and judge adequacy of the program on the year’s adequacy of the program on the year’s gain. Gain depends on one’s initial gain. Gain depends on one’s initial ability and achievement level. ability and achievement level. Students could show marked gain and Students could show marked gain and remain below acceptable standards, or remain below acceptable standards, or show little gain and the among the show little gain and the among the nation’s finest.nation’s finest.

EVALUATING MUSIC EVALUATING MUSIC AS AN ART AS AN ART

The learning related to the The learning related to the understanding music as an art understanding music as an art includes factual knowledge; includes factual knowledge; discernment; understanding discernment; understanding of style, orchestration, and of style, orchestration, and structure; and perceptual structure; and perceptual listening skills.listening skills.

Evaluating Music as an Art Evaluating Music as an Art Cont.Cont.

Factual Knowledge – the more the students know Factual Knowledge – the more the students know about the way music is put together, the people about the way music is put together, the people who put it together, the way “putting together” who put it together, the way “putting together” differs in various historical periods and countries, differs in various historical periods and countries, and the reasons for those differences, the greater and the reasons for those differences, the greater will be his musical understanding.will be his musical understanding.

Musical Discernment – discernment is more than Musical Discernment – discernment is more than recognition of tunes or moods. It indicates the recognition of tunes or moods. It indicates the ability to follow the music as it unfolds, to ability to follow the music as it unfolds, to distinguish great music from good music, to distinguish great music from good music, to recognize the style of the composition, to recognize the style of the composition, to understand the composer’s message as reflected understand the composer’s message as reflected in the structure and style of the work, and to in the structure and style of the work, and to evaluate accurately the quality of the evaluate accurately the quality of the performance.performance.

Evaluating Music as an Art Evaluating Music as an Art Cont.Cont.

Recognition of Style and Structure – this is Recognition of Style and Structure – this is part of both factual knowledge and part of both factual knowledge and discernment. It is important to know the style discernment. It is important to know the style and form of music to be able to listen to a and form of music to be able to listen to a variety of music. By understanding this, one variety of music. By understanding this, one can appreciate a larger variety of music.can appreciate a larger variety of music.

Auditory Skills – listening skills are a Auditory Skills – listening skills are a necessary part of music participation. The necessary part of music participation. The relationship between seeing and hearing relationship between seeing and hearing music is close; to mentally hear what is seen music is close; to mentally hear what is seen in the score and to visualize what is being in the score and to visualize what is being heard are usually the marks of the skillful heard are usually the marks of the skillful listener. listener.

EVALUATING MUSICAL SKILLSEVALUATING MUSICAL SKILLS

In the majority of public schools, In the majority of public schools, music was for many years thought music was for many years thought of primarily as a skill and usually of primarily as a skill and usually in narrow sense of in narrow sense of performanceperformance skill. Other skills must also be skill. Other skills must also be developed if performance is to developed if performance is to lead to a lifelong interest in music. lead to a lifelong interest in music. Chiefly, the other skills fall into Chiefly, the other skills fall into two categories:two categories: reading reading skills and skills and auditory-visualauditory-visual skills. skills.

EVALUATING MUSICAL SKILLS Cont.EVALUATING MUSICAL SKILLS Cont.• Performance skillsPerformance skills – any number of – any number of

vehicles exist for evaluating vehicles exist for evaluating performance skill. The most familiar of performance skill. The most familiar of these are private lessons, section these are private lessons, section rehearsals, daily rehearsals, tryouts or rehearsals, daily rehearsals, tryouts or challenges, concerts, contests, and challenges, concerts, contests, and festivals – in short, any type of student festivals – in short, any type of student performance.performance.o Teachers should use a list of specific objectives in Teachers should use a list of specific objectives in

order to avoid a subjective judgmentorder to avoid a subjective judgmentProduction of good tone throughout the pitch range and Production of good tone throughout the pitch range and the dynamic rangethe dynamic rangeThe ability to change tone quality to suit the musicThe ability to change tone quality to suit the musicAccurate intonationAccurate intonationA pitch range sufficiently wide for the level of music A pitch range sufficiently wide for the level of music playedplayedDynamic range from pianissimo to fortissimoDynamic range from pianissimo to fortissimoAn accurate and rapid use of fingersAn accurate and rapid use of fingers

EVALUATING MUSICAL SKILLS Cont.EVALUATING MUSICAL SKILLS Cont. Reading Skills – Reading Skills – reading skills are the key reading skills are the key

to pleasure in musical participation. When to pleasure in musical participation. When the player can understand the musical page the player can understand the musical page by himself without direction from the by himself without direction from the teacher, he can learn new music on his own, teacher, he can learn new music on his own, play in ensembles, enrich the family music play in ensembles, enrich the family music circle, and in general enjoy a musical circle, and in general enjoy a musical freedom.freedom.oA good sight reading test will follow somewhat A good sight reading test will follow somewhat

similar lines of construction as the Watkins-similar lines of construction as the Watkins-Farnum test.Farnum test.

Insight reading the students should see more than the Insight reading the students should see more than the notesnotesEvaluation should include awareness of the key Evaluation should include awareness of the key signatures, all accidentals, dynamic markings, accents, signatures, all accidentals, dynamic markings, accents, phrase and tonguing (bowing) markings, and recognition phrase and tonguing (bowing) markings, and recognition of the phrase so that proper articulation is observedof the phrase so that proper articulation is observed

EVALUATING MUSICAL SKILLS Cont.EVALUATING MUSICAL SKILLS Cont.

Auditory-Visual SkillsAuditory-Visual Skills – this skill depends – this skill depends basically on the ear and its relationship to basically on the ear and its relationship to the eye: the ability to visualize what is being the eye: the ability to visualize what is being heard and to hear inwardly what is seen on heard and to hear inwardly what is seen on the musical page.the musical page.

oDiffering from sight reading in that an Differing from sight reading in that an instrumentalist may successfully sight read by instrumentalist may successfully sight read by allowing the notation to indicate what fingers to allowing the notation to indicate what fingers to put down rather than hearing inwardly what she put down rather than hearing inwardly what she reads-she may have to play a melody before she reads-she may have to play a melody before she knows how it sounds.knows how it sounds.

EVALUATING MUSICAL SKILLS Cont.EVALUATING MUSICAL SKILLS Cont.

Auditory-Visual SkillsAuditory-Visual Skills cont. cont.oAuditory visual skill is what the singer uses, for Auditory visual skill is what the singer uses, for

he must hear the music inwardly before he can he must hear the music inwardly before he can sing it accurately.sing it accurately.

oObjectives for auditory visual skill:Objectives for auditory visual skill:Visualize simple melodies heardVisualize simple melodies heardInwardly hear simple melodies seen in the scoreInwardly hear simple melodies seen in the scoreAbility to recognize the tonal center, modulations, Ability to recognize the tonal center, modulations, commonly used chords, and unexpected harmoniescommonly used chords, and unexpected harmoniesAbility to remember melodies adequately for following Ability to remember melodies adequately for following simple formal structuresimple formal structureAbility to follow parts other than the principal melodyAbility to follow parts other than the principal melodyAbility to recognize timbre and textureAbility to recognize timbre and texture

OBSERVATIONOBSERVATION

Teachers who don’t observe miss a Teachers who don’t observe miss a most valuable evaluation tool. most valuable evaluation tool. Aural and visual observation are Aural and visual observation are critical with ensembles, in which critical with ensembles, in which each member’s input affects the each member’s input affects the results. Most instructional results. Most instructional objectives can best be assessed objectives can best be assessed by listening and observing. by listening and observing.

Observation Cont.Observation Cont. Important objectives that can be evaluated Important objectives that can be evaluated

by observation are:by observation are:o Posture – from head to toePosture – from head to toeoBowingsBowingso Finger positionFinger positionoEmbouchureEmbouchureo Percussion playing positionPercussion playing positionoRehearsal decorum and proceduresRehearsal decorum and proceduresoBehaviorBehavioro Fingerings and slide positionsFingerings and slide positionsoAttitudeAttitudeoCooperationCooperationoResponsibilityResponsibility

Observation Cont.Observation Cont.

Important objectives Cont…Important objectives Cont…oPencil availabilityPencil availabilityoTime on taskTime on taskoConcentration (attentiveness)Concentration (attentiveness)oCare of instrumentCare of instrumentoUniform or concert attireUniform or concert attireoAbsence of instrument from school lockerAbsence of instrument from school lockeroBreathingBreathingoPunctualityPunctualityoReadinessReadiness

LISTENINGLISTENING

Related to observation in his Related to observation in his assessment through listening assessment through listening – undoubtedly the most – undoubtedly the most important assessment tool for important assessment tool for improving the quality of the improving the quality of the ensemble and the learning of ensemble and the learning of its members.its members.

Listening Cont.Listening Cont.

1. The most accurate listening 1. The most accurate listening assessment is when one student assessment is when one student performs at a time. Assessment for performs at a time. Assessment for blend, balance, matching pitch, blend, balance, matching pitch, maintaining one’s own part, and so maintaining one’s own part, and so forth must be done in a group forth must be done in a group situation, but ideally it should take situation, but ideally it should take place in small groups.place in small groups.

Listening Cont.Listening Cont.

2. It is difficult to make sensible 2. It is difficult to make sensible judgments about beginners who have judgments about beginners who have little embouchure control. Timbral little embouchure control. Timbral differences are easily mistaken for differences are easily mistaken for pitch and intonation problems; ear pitch and intonation problems; ear training of musicians seldom extends training of musicians seldom extends to sounds of crows, donkeys, and to sounds of crows, donkeys, and beginning oboists.beginning oboists.

Listening Cont.Listening Cont.

3. Again, listen for specifics to improve 3. Again, listen for specifics to improve listening reliability – listen for tone listening reliability – listen for tone quality, attacks and releases, quality, attacks and releases, centered tones, clarity of production, centered tones, clarity of production, as well as the correct notes and as well as the correct notes and correct (approximate) rhythms. correct (approximate) rhythms.

Listening Cont.Listening Cont.

4. Hearing incorrect notes, rhythms or 4. Hearing incorrect notes, rhythms or even harmonics in a large ensemble even harmonics in a large ensemble of beginners is not easy and cannot of beginners is not easy and cannot be expected of most beginning be expected of most beginning teachers.teachers.

a.a. Sectional rehearsals provide the Sectional rehearsals provide the instructor with an opportunity to instructor with an opportunity to evaluate individual performersevaluate individual performers

b.b. When sectionals are student led, the When sectionals are student led, the teacher has a better opportunity to teacher has a better opportunity to observe and judge.observe and judge.

Listening Cont.Listening Cont.

Contemporary notebooks encourage Contemporary notebooks encourage assessment and included assessment and included achievement charts that can be achievement charts that can be prominently posted.prominently posted.

o These method books at the size skills on These method books at the size skills on an instrument, requiring visual and aural an instrument, requiring visual and aural observations as an assessment observations as an assessment techniquetechnique

Listening Cont.Listening Cont.

Students should improvise, Students should improvise, understand more than the music understand more than the music performed, improve their musical performed, improve their musical memories, discover how music is put memories, discover how music is put together, and discriminate among together, and discriminate among the good and less good in music and the good and less good in music and performance.performance.

PORTFOLIOSPORTFOLIOS

Much contemporary literature Much contemporary literature indicates that a portfolio is an indicates that a portfolio is an assessment device. It is not. A assessment device. It is not. A portfolio is part of a students portfolio is part of a students locker, a place to store important locker, a place to store important and trivial items of interest and a and trivial items of interest and a value.value.

Portfolio Cont.Portfolio Cont. A major advantage of the portfolio occurs A major advantage of the portfolio occurs

when students when students reflectreflect on the substance of on the substance of their accomplishments.their accomplishments.

A disadvantage to the portfolio is that A disadvantage to the portfolio is that delayed feedback lacks the power and delayed feedback lacks the power and importance of immediate feedback.importance of immediate feedback.o The portfolio may include homework The portfolio may include homework

assignments, extended research projects, assignments, extended research projects, awards, trophies, newspaper articles, content awards, trophies, newspaper articles, content sheets, practice cards, letters of appreciation sheets, practice cards, letters of appreciation for community service, CDs, mementos of trips, for community service, CDs, mementos of trips, athletic event souvenirs, and any other athletic event souvenirs, and any other document that shows their participation and document that shows their participation and competence in music and music ensembles.competence in music and music ensembles.

Portfolio Cont.Portfolio Cont.

Closely related to the portfolio is the Closely related to the portfolio is the student logstudent log. The log is a record . The log is a record maintained by the student of his maintained by the student of his musical experiences and his musical experiences and his reactions to them.reactions to them.o The log should include both formal and The log should include both formal and

informal encounters with musicinformal encounters with music Concert attendance, recorded performances Concert attendance, recorded performances

heard, musical participation in organize heard, musical participation in organize groups i.e. church or club ensembles, and groups i.e. church or club ensembles, and on organize happenings 90 campfire on organize happenings 90 campfire singing, combos, family music makingsinging, combos, family music making

RubricksRubricksA rubrics book for the ensemble should be A rubrics book for the ensemble should be considered, one that describes as clearly as considered, one that describes as clearly as language can portray the established local language can portray the established local standards of excellence, proficient, basic, and standards of excellence, proficient, basic, and unsatisfactory. Students should assist in unsatisfactory. Students should assist in building this book – using their own terms building this book – using their own terms that are sufficiently explicit that agreement that are sufficiently explicit that agreement among the students is possible. Descriptors among the students is possible. Descriptors need to be formulated for levels of pitch in need to be formulated for levels of pitch in rhythmic accuracy, tone, aural perception, air rhythmic accuracy, tone, aural perception, air identification, and even musical identification, and even musical understanding. The rubric accompanied by understanding. The rubric accompanied by aural recording that provides a clear example aural recording that provides a clear example is optimum.is optimum.

Rubricks Cont.Rubricks Cont.

1.1. Measures of musical aptitude have value. Measures of musical aptitude have value. The effectiveness of teaching can be best The effectiveness of teaching can be best measured in terms of a student’s potential.measured in terms of a student’s potential.

2.2. Measures of music achievement, both Measures of music achievement, both standardized and teacher constructed, standardized and teacher constructed, should be used. Achievement tests will should be used. Achievement tests will reflect not only aptitude but also reflect not only aptitude but also motivation, hard work, parental support, motivation, hard work, parental support, interest, good teaching, and a host of interest, good teaching, and a host of other known and unknown factors that other known and unknown factors that contribute to success in instrumental contribute to success in instrumental music.music.

Rubricks Cont.Rubricks Cont.

3.3. Audio and video tape recorders, including Audio and video tape recorders, including interactive video, are evaluative tools. Used with interactive video, are evaluative tools. Used with rehearsals and classes as well as with concerts, rehearsals and classes as well as with concerts, recordings provide an opportunity for the teacher recordings provide an opportunity for the teacher to examine and leisure at the strengths and to examine and leisure at the strengths and weaknesses of any performance.weaknesses of any performance.

4.4. Students can judge themselves and judge each Students can judge themselves and judge each other. Often, students set higher standards for other. Often, students set higher standards for themselves than those set by the instructor.themselves than those set by the instructor.

5.5. Computers can judge performances in pitch and Computers can judge performances in pitch and read them to whatever degree of precision is read them to whatever degree of precision is desired. The computer is patient, and there’s no desired. The computer is patient, and there’s no opportunity for personal embarrassment when the opportunity for personal embarrassment when the machine judges and provides the feedback.machine judges and provides the feedback.

Rubricks Cont.Rubricks Cont.

6.6. The music contest or festival can The music contest or festival can furnish an ideal evaluation situation. furnish an ideal evaluation situation. To do so, however, both teacher and To do so, however, both teacher and pupil must use it as an opportunity to pupil must use it as an opportunity to learn rather than a glorification of a learn rather than a glorification of a cause.cause.

7.7. The private lesson is a fine vehicle for The private lesson is a fine vehicle for evaluation. The private teacher’s evaluation. The private teacher’s opinion should be solicited and opinion should be solicited and compared with other data on the compared with other data on the student’s progress.student’s progress.

Rubricks Cont.Rubricks Cont.

8.8. Interviews with students can reveal Interviews with students can reveal special strengths, interests, special strengths, interests, background, and environment, as background, and environment, as well as prejudices, weaknesses, and well as prejudices, weaknesses, and dislikes. dislikes.

9.9. The critical-incidents test is a The critical-incidents test is a successful tool for measuring a successful tool for measuring a student’s perception in musical student’s perception in musical situations. The test consists of situations. The test consists of having the student describes the best having the student describes the best and worst moments of yesterday’s and worst moments of yesterday’s concert or show.concert or show.

Rubricks Cont.Rubricks Cont.

10. Attitude scales are used in many 10. Attitude scales are used in many areas of education to discover how areas of education to discover how students feel about something. The students feel about something. The attitude scale is usually a list of attitude scale is usually a list of statements, each reflecting a slightly statements, each reflecting a slightly different point of view, to which the different point of view, to which the individual responds with a “strongly individual responds with a “strongly agree,” “agree,” “no opinion,” agree,” “agree,” “no opinion,” “disagree,” “strongly disagree,” or a “disagree,” “strongly disagree,” or a similar set of choices.similar set of choices.

Rubricks Cont.Rubricks Cont.

11. Preference scales are easier than attitude 11. Preference scales are easier than attitude scales to construct and are of value but scales to construct and are of value but are seldom instructional and objective. In are seldom instructional and objective. In this scale the student ranks in order of this scale the student ranks in order of preference such items and school classes, preference such items and school classes, recreational activities, musical recreational activities, musical compositions, recording artist, tone compositions, recording artist, tone quality, and others.quality, and others.

12. Practice cards on which the student 12. Practice cards on which the student records the amount of daily practice on her records the amount of daily practice on her instrument to be useful. In well-run instrument to be useful. In well-run ensembles, students are surprisingly ensembles, students are surprisingly honest.honest.

Rubricks Cont.Rubricks Cont.

13. Student demonstrations, whether spontaneous or 13. Student demonstrations, whether spontaneous or planned, afford opportunities to evaluate skill and planned, afford opportunities to evaluate skill and understanding. Spontaneous demonstrations are understanding. Spontaneous demonstrations are occur when correct performance of some musical occur when correct performance of some musical passage or pattern is requested of individuals or passage or pattern is requested of individuals or sections by the director or section leader. sections by the director or section leader. Planned demonstrations of technique, tone, or Planned demonstrations of technique, tone, or timbre, performed in public or rehearsal, are an timbre, performed in public or rehearsal, are an effective device for motivation and learning.effective device for motivation and learning.

14. Point systems are effective in motivation and 14. Point systems are effective in motivation and evaluations. Cover as many aspects of the evaluations. Cover as many aspects of the student’s development as possible.student’s development as possible.

Rubricks Cont.Rubricks Cont.

15. Checklists ensure greater objectivity and 15. Checklists ensure greater objectivity and coverage of the factors of musical coverage of the factors of musical performance.performance.

16. Teacher-constructed tests are most 16. Teacher-constructed tests are most successful when used to measure successful when used to measure knowledge. Specific items that have been knowledge. Specific items that have been taught and emphasized in class or taught and emphasized in class or rehearsal are appropriate material for rehearsal are appropriate material for paper-and-pencil tests.paper-and-pencil tests.

17. Collecting data on student achievement 17. Collecting data on student achievement must always be made with reference to must always be made with reference to objectives.objectives.

Evaluation of Instrumental Evaluation of Instrumental ObjectivesObjectives

Music involves participation Music involves participation and participation fosters and participation fosters attitudes and habits. Good attitudes and habits. Good habits, attitudes, and values habits, attitudes, and values have always resulted from have always resulted from engaging in music, and these engaging in music, and these have their appropriate place have their appropriate place in assessment.in assessment.

Eval. of Inst. Obj. Cont.Eval. of Inst. Obj. Cont.

ParticipationParticipation1.1. Is the student dependable and Is the student dependable and

punctual?punctual?

2.2. Does the student participate Does the student participate wholeheartedly in rehearsal activities? wholeheartedly in rehearsal activities? Reading books, doing assignments, Reading books, doing assignments, and gossiping during rehearsal are and gossiping during rehearsal are negative indications of participation?negative indications of participation?

3.3. Does the student use in their music Does the student use in their music skills in leisure activities?skills in leisure activities?

Eval. of Inst. Obj. Cont.Eval. of Inst. Obj. Cont. Participation Cont…Participation Cont…

4.4. Do they participate in civic and or church Do they participate in civic and or church music organizations?music organizations?

5.5. Do they take full advantage of school music Do they take full advantage of school music offerings?offerings?

6.6. Do the students attend concerts?Do the students attend concerts?

7.7. Do the good habits of group participation Do the good habits of group participation carry over into their everyday life?carry over into their everyday life?

8.8. Participation can be evaluated by student Participation can be evaluated by student logs, checklists, interviews, critical incidents logs, checklists, interviews, critical incidents measures, practice cards, and point systems.measures, practice cards, and point systems.

Eval. of Inst. Obj. Cont.Eval. of Inst. Obj. Cont. AttitudeAttitude

1.1. Does the student participate fully and Does the student participate fully and willingly? Do they act in a democratic and willingly? Do they act in a democratic and cooperative spirit?cooperative spirit?

2.2. Where does music rank in the students Where does music rank in the students preference for school subjects? In their preference for school subjects? In their preference for recreational activities?preference for recreational activities?

3.3. What selections and kinds of music does the What selections and kinds of music does the student for?student for?

4.4. Attitude can be appraised using the questions Attitude can be appraised using the questions under participation and by sophisticated under participation and by sophisticated attitude scales.attitude scales.

Eval. of Inst. Obj. Cont.Eval. of Inst. Obj. Cont. HabitsHabits

1.1. Does the student have a regular daily Does the student have a regular daily practice routine?practice routine?

2.2. Does the student consistently warm up or Does the student consistently warm up or warm down properly?warm down properly?

3.3. Does the student routinely take care of their Does the student routinely take care of their instrument?instrument?

4.4. Is concert attendance and record buying Is concert attendance and record buying habitual within their means?habitual within their means?

5.5. Good habits do not spring automatically from Good habits do not spring automatically from a good music program. Like transfer of a good music program. Like transfer of training, habits must be specifically taught by training, habits must be specifically taught by insistence on schedule and routine.insistence on schedule and routine.