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.