MUED 352: Week 13 (But should be week 12)

Because this will be a very retrospective blog, I apologize for any ranting that may appear due to some massive time thinking about the topics discussed.

Anyway, this week we covered assessment and its importance in the musical classroom. The first point in which I would like to cover is a bit of a rant, but it has to do with application. I honestly have no chance to implement what I am learning about assessment until I student teach. This, to me, is highly ineffective because I would like to have the chance to use some assessment skills other than 'aural observations.'

So, what we experimented with in class was some extreme ways to give assessment to students. While I thought this 'game' was very educational, I was saddened because I realized it would be a while until I even get to try to give any form of assessment and even longer until I can give students any feedback. I would have liked to have had a chance to actually design and give some for assessment to students to 'get my feet wet.'

Another topic that is interesting to me is one about grading. In high school almost everyone got an 'A' and that was the standard. Now, I was wondering if that is because the grades are only for paper and the real grading is based off of children making music.

Part of me understands why grading and assessment is very necessary and that it should be essential in the music classroom. However, a big part of music is learning how to create music, and that I do not think can be graded. If a student does not conceptually understand what a slur is, but is able to perform one in order to make a piece as musical as possible, I think deserves an 'A'.

Grading in a band is very difficult in this regard because I think that the understanding part does not have to come from any written test or exam; and, instead, can come from a completely musical understanding. One of my teachers always advocates a spiritual part of music that is inherent in it. This sense of spirituality is quite hard to comprehend unless you have experienced it yourself. However, I think it is very easy to tell when someone has.

I guess my real point in writing is asking what do I do to hone my skills at assessment when I do not have a chance to really practice at all? I can read everything I can, but I cannot do anything unless I get a classroom full of students. I really would not like to get 'rusty' (although I cannot rust because I have not been made yet) at assessment. I wish that we had some opportunity to assess some people and have it count for something.