Sarah Foster School Year: 2016-2017

Subject Area: Band Grade: 4

# of Students Covered by SLO: 15 % of Students Covered by SLO: 100% 4th Grade Band

Component Descriptors Rationale

Baseline/Trend Data Assessment of performance and
performance progress through
intermittent recordings of rehearsal
Pre-test and post-test of music
vocabulary, basic rhythms, and notes to
track progress
Grade 4 concert
Concert evaluation (self-eval)
Holding class discussions using music
terminology
Student Cohort 100% of my 4th grade band students will
be included in this SLO
Weekly performance in class and assessment
of concert performance is a good way to track
progress of performance over the course of a
year. This is an excellent representation of how
well a student understands their music through
class discussion, recording and representing
knowledge, and practice. Self-reflection allows
for students to study the differences in their
playing, track progress, and improve
performance through goal-setting strategies.
The written pre-test will be a cumulative
assessment to track understanding of rhythm,
pitch, musical terminology, and musical symbols
at face value.
This group of students is ideal because it is
easiest to track progress of beginning band
students. These kids began band in the
beginning of the year with no instrumental band
experience. We are working on improving the
very basics and studying the fundamentals of
posture, sound production, music notation,
instrument maintenance, and musical
terminology with very little time allotted for
rehearsals each week.

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Sarah Foster
Component Descriptors
Standards and National Standards for Music Education:
Learning Content 2. Performing on instruments, alone and
with others, a varied repertoire of music
5. Reading and notating music
6. Listening to, analyzing, and describing
music
7. Evaluating music and music
performances
Student Learning Students will gain a better understanding
Objective of music terminology, musical symbols,
rhythms, and pitches to improve their
reading, playing, and performance skills.
They will be able to identify basic notes,
rhythms, and music vocabulary and apply
them to their instruments through accurate
performance of concert repertoire.
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School Year: 2016-2017
Rationale
2. Performance during rehearsal and on
concerts demonstrates the students ability to
perform, alone and with others, a varied
repertoire of music
5. The written pre-test, as well as evaluation of
performance will indicate student ability to read
and notate music
6. Frequent listening exercises are done during
full band rehearsals and sectionals so students
become accustomed to actively listening to their
own instruments in full ensemble settings.
Students are encouraged to reflect and discuss
after these exercises to build analytical and
critical thinking skills.
7. Self-evaluation of concert performance post-
concert will allow for the student to exercise
active listening skills, set goals, track progress,
and improve performance
By increasing students understanding of the
musical language, it will increase their self-
sufficiency as musicians. Studying rhythms and
pitches will increase performance accuracy and
improve reading skills. Students must be able to
understand the language before reading and
speaking it. Performance is the ultimate
indicator of successfully applying this content.
Sarah Foster
Component Descriptors
Indicators of Academic 1. 100% of my students will score 20%
Growth & Growth higher on post-test than pre-test
Targets 2. Students will take turns performing
individually and in sections to
demonstrate progress in performance
and reading music.
Instructional Strategies 1. Introducing, practicing, and applying a
variety of key signatures by using
major scales and concert repertoire
2. Introducing musical symbols and
applying them through varied concert
repertoire
3. Assessing progress and
understanding through varied
rehearsal strategies
4. Spend a considerable amount of time
on rhythms and notes- possibly using
them as exit slips (Ex. write in the
counts for the rhythm on the board as
you leave)
5. Have students study their parts and
ask questions
6. Frequently engage students in open
discussions using music terminology
7. Have students use peer-evaluation
strategies during rehearsals
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School Year: 2016-2017
Rationale
My goal is to track PROGRESS for each
individual by monitoring their test/performance
results over a longer period of time. Students
are given a piece of music in the beginning of
the year and their concert and playing quizzes
are used for the final evaluations of their
performance. They will be given a pre-test in
the beginning of the unit and then reevaluated
using the same test at the end of the unit.
Each of these strategies will practice applying
music literacy and performance through
evaluation, repetition, and by using clear
learning goals. Strategies should be engaging
and work through teacher-student participation
process:
1. Teacher lecture (engaging, not to be
overdone)
2. Equal parts teacher-student discussion
practicing appropriate use of music
terminology
3. Student-lead discussion, evaluation
(provides assessment of student
understanding and self-sufficiency)
Sarah Foster School Year: 2016-2017

Students
Names: Laura, Lily, Brianna, Elizabeth, Neal, Josiah, Zaid, Sawyer, Cleyton, Maddie, Alyssa, Hannah, Skyla, Cassidy,
Magen
Ages: 8-9
Gender: 10 girls, 5 boys
Hobbies:
Instruments: 1 trombone, 3 trumpets, 3 saxophones, 4 percussionists, 4 flutes
Notes: Group uses a concept called whole body listening to practice using all senses when actively listening in class;
sometimes difficult concept for them and the group as a whole struggles with not having side conversations or playing
while Im giving instructions; Group is incredible as a whole for beginners who get less-than-ideal time in the band
room every week- great technique, sound production, balance, deductive reasoning skills, and music reading skills
***Only one short 30-minute block for full band each week and short 15-minute sectionals for each kid once a week
Classroom Function: Elizabeth gets frustrated and shuts down very quickly but always makes excuses and goofs off
during class instead of spending the time focusing and improving; lots of students feel some sense of entitlement, even
though they are all beginners, and tend to take it upon themselves to criticize peers on their playing; great teamwork
and maturity for a group of fourth graders- all very smart and hard-working

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Sarah Foster School Year: 2016-2017

Assessment Goals
Written Assessment Score Written Assessment Score Progress Did they meet the goals of
(1st time) (2nd time) the SLO?

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

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