Calcomte Training Sessions:

Instrumental Assessment

March 15, 2002

Dr. Daniel R. Zanutto

California State University, Long Beach

Title Page

Adapted from…

Curriculum, Instruction and Assessment: There is a Link(Richard Wells, Spotlight on Assessment, MENC)

Curriculum Instruction AssessmentNational Standards • What are best approaches? •Regular part of State Content Standards • Literature!instructionDistrict Curriculum • Is my instruction linked •High frequency - •Performance to the curriculum? Low magnitude•Knowledge •Authentic - based•Creativity on what “real”

musicians do!

•Give students a role in the process!

MENC Recommended Grade Clusters

School Grade Performance Level

1-3 NA

4-6 I-II

6-8/7-9 I-IV

9-12 III-VI

Individual Performance Skills

Basic Advanced Introduction Level

Breathing I →

Posture I →

Tone I →

Balance/Blend I →

Fingerings I →

Hand Position I →

Double/Triple Tongue III →

Transposition III →

Flutter Tongue V →

Quarter Tones VI →

Multi-phonics VI →

Rubrics

Identify exactly what is to be scoredDefine the scale (point range) of the rubric

Develop descriptors for each performance level that:

Assure that the rubric:

Describes unique characteristics Defines a continuum of quality

Uses unbiased language Focuses on the same criteria

Validly discriminates performance levels

Can be reliably rated

from Edward P. Asmus, 1999

LabelsLabels Score

Excellent 20

Good 15

Fair 10

Poor 5

Old Labels New Labels New Labels

Excellent Professional Above Grade Level

Good Developing At Grade Level

Fair Beginning At Start of this Grade Level

Poor Immature Below Grade Level

Labels Unweighted Weighted Unweighted Weighted

Excellent 20 20 16-20 13-20

Good 15 12 11-15 7-12

Fair 10 6 6-10 3-6

Poor 5 2 1-5 1-2

Sample: Flute/Piccolo Skills(from MENC Teaching Wind & Percussion Instruments)

Skill Introduction Level

Assembly I →

Instrument Position I →

Embouchure I →

Articulation I →

Intonation I →

Care and Maintenance I →

Vibrato III →

Alternate Fingerings III/IV →

Sample: Part 1- Flute Specific(from Zanutto Portfolio Assessment)

Assembly

Start with the middle joint, grasp at the engraved nameplateTake out the head joint, assemble flute in a twisting motionAlign embouchure hole with the large keysAlign foot joint with center of large keys on the middle joint

Hand Position

Fingers must rest properly on the keysSupport the flute with the left forefinger and the right thumbThe right little finger adds balanceThe right thumb should not extend beyond the flute, and wrist should not bendImagine you are holding a glass of water with your right hand, then pour outWhen the glass is empty, your hand is in the correct position

Sample: Part 1- Flute Specific(from Zanutto Portfolio Assessment)

Embouchure

Relax the lips, say “dim” – keep teeth apart and lips togetherKeep head joint parallel with and centered on lipsKeep corners of the mouth firmRelease air with a “pooh” syllable

Articulation

Use “dee/doo” and “tee/too” syllables, depending on the attack neededTongue at the roof of the mouth, not on the teeth or lips

IntonationFlutes are usually flat in the low range, and sharp in the upper rangeFlutes sound flat when coldBlow warm air though the instrument with keys closedCorrect intonation by: raising/lowering head, directing air at ceiling/floor

Sample: Part 1- Flute Specific(from Zanutto Portfolio Assessment)

Vibrato

Diaphram vibrato is most preferredStart slowlyWork for even sound

Transposition

The flute is a “C” instrument, and is non-transposing

Alternate FingeringsStudy alternate fingerings for use in rapid sectionsStudy alternate fingerings to correct intonation problems

Care and MaintenanceSwab and dry frequentlyPivot screws must be oiled and tightened occassionally

Sample: Part 2 - GenericGrade 7-8

BreathingEmpty lungs – breathe in for 4 countsExpand at the waist lineTake in 3 more sips of airAt a moderate tempo, hiss out air

PostureSit at front edge of chairPlace feet flat on the floor, do not cross legs or anklesBring instrument up to you, you do not move to the instrument*NOTE – Flute player “classic” right elbow on back of chair disease

Tone ProductionPlaying with good sound is most important, start with proper air supportInhale properly, avoiding tension in throat musclesAvoid playing with teeth together, or blocking air passage with tongue

Sample: Part 2 - GenericGrade 7-8

Blend/Balance (Balance is between sections, Blend is within sections)Blend is difficult unless parts are asymmetrical, i. e. 2 first, 3 second, etc…Strong players should be assigned to all partsBalance is nearly impossible when # of brass = # of woodwindsBalance is achieved when all sections of the band are heard

FingeringsKnowledge of ALL fingerings is essentialFingering is done with the pads of the fingers, not the knucklesFingers should be slightly curved, not flat

Tonguing EffectsDouble = Tu – Ku Tu – Ku, or Doo - Goo Doo – Goo, etcTriple = Tu – Tu - Ku Tu – Tu - Ku, or, Tu – Ku - Tu Tu – Ku – Tu, etc.

Flutter TongueAs if rolling an “R”

Sample: Part 3 – GenericGrade 7-8

Rhythm/MeterDiagram the Note Value TreeComplete Rhythm Counting Exercises

DictationRhythm Dictation

Key SignaturesDiagram the Circle of Fourths

HarmonyMajor – Scales/Arpeggios (play and identify)Minor – Scales/Arpeggios (play and identify)Modal – Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, Locrian (From C)Progression – Identify : V7 – I; IV - V7 – I; etc.

Sample: Part 3 – GenericGrade 7-8

FormMonophony/Polyphony/HomophonyTheme/VariationRondoSonata Form

Articulation/Dynamics/TempiSlurs & Ties, Accents, Attacks and releasesFull dynamic rangeTempo – Mood indicators

Historical InformationComplete Music Terminology exerciseMusic Poster Essay (single page, typed, single spaced)Music and Composers of the Periods

Sample: Part 4 – GenericGrade 7-8

ScalesPerform all 12 Major Scales with arpeggios ( ♪ = 90 ) Perform the Chromatic Scale, one octave from Bb ( ♪ = 90 )

SoloMedium-easy to Medium-difficult, orCounty Honor Band Audition sheet, OR YOU MAY COMPOSE….

CompositionMinimum of 24 measuresMelody, 2-part Harmony, Bass LineYou may use the sequencing software to complete this assignment

Ensemble Performance &Listening Skills

(MENC - Rhythm)

Skill/Knowledge Concepts Level of Intro Portfolio Section

Rhythm

N. S. # 1,2,3,4,5,6,7 Breathing I → 2

Posture I → 2

Listening I → 2

Entrance/Release I/II → 3

Blend/Balance I/II → 2

Intonation I/II → 1 & 2

Tone Quality I/II → 2

Rhythm/Pulse I/II → 3

Notation I → 2

Meter I → 3

Tempo I → 3

Ensemble Performance &Listening Skills(MENC – Melody/Harmony)

Skill/Knowledge Concepts Level of Intro Portfolio Section

Melody

N. S. # 1,2,3,4,5,6,7 Notation/Terms I → 3

Intervals I/II → 3

Key Signatures I/II → (b maj, m) 3 & 4

Scales I/II → (maj, m/c) 3 & 4

Phrases I/II → 3

Harmony

N. S. # 1,2,3,4,5,6,7 Scale Systems I/II → (maj/syn) 3 & 4

Tonal Systems I/II → (maj/ser) 3

Chords I/II → (maj/clus) 3

Other Concepts I/II → (mod/dis) 3

Ensemble Performance &Listening Skills

(MENC – Form/Timbre/Expression)

Skill/Knowledge Concepts Level of Intro Portfolio Section

Form

N. S. # 1,2,3,4,5,6,7 Comp Devices I/II → Rep/Inv

Comp Structure I/II → Bi/Cncrto 3

Timbre/Texture

N. S. # 2 Effects II → mute/trill/or 2

Expression

N. S. # 1,2, 5,6,7 Dynamics I → 3

Phrasing II → 3

Articulation I → 2

Interpretive I → 3

Stylistic II → 3

Ensemble Performance &Listening Skills

(MENC – Historical/Creative/Valuing)

Skill/Knowledge Concepts Level of Intro Portfolio Section

Historical

N. S. # 8, 9 Music Periods II → 3

Ethnic Music II → 3

Music Technology III→ 4

Composers III→ 3

Conductors III→

Instrumentalists III→ 4

Styles I/II → 3

Performance Practice I/II → 3

Creativity/Valuing

N. S. # 1,2,3,4,5,6,7 Creating/Improvising II → 4

Phrasing Line II → 2 & 3

Expression/Valuing I → 2 & 3

Portfolio RubricPart 1 – Instrument Specific

Inst. Specific * Novice

1 pt

Emerging

2 pts

Proficient

3 pts

Expert

4 pts

Assembly

Inst. Position

Embouchure

Articulation

Intonation

Cross Break *

Reeds *

Vibrato *

Transposition *

Alt. Fingerings

Care/Maint.

Totals 12 24 36 48

Portfolio RubricPart 2 - Skill

Skill Novice Emerging Proficient Expert

Breathing

Posture

Tone Production

Balance/Blend

Fingerings

Double/Triple*

Flutter

Totals 7 14 21 28

Portfolio RubricPart 3 - Knowledge

Knowledge Novice Emerging Proficient Expert

Rhythm/Meter

Dictation

Key Signatures

Harmony

Form

Articulation

Dynamics

Tempi

Totals 8 16 24 32

Portfolio RubricPart 4 - Performance

Performance Novice Emerging Proficient Expert

C

F

Bb

Eb

Ab

Db/C#

Gb/F#

Cb/B

E

A

D

G

Chrom

Solo or Comp

Totals 14 28 42 56

Portfolio Grading ScaleNovice Emerging * Proficient Expert

Max Totals 41 82 123 164

* Proficient Scale

110 - 123 = A

98 – 109 = B

86 – 97 = C

73 – 85 = D

Below 72 = F

References

Asmus, E. (1999) Music Assessment Rubrics from http://www.music.miami.edu/assessment/rubricsCreat.html

MENC (1991) Teaching Wind & Percussion Instruments: A Course of Study. Music Educators National Conference.

MENC (2001) Spotlight on Assessment in Music Education. Music Educators National Conference.

Zanutto, D. (2001) Portfolio Assessment. Unpublished.