The teacher, in consultation with students, decided to have the evaluation on the following learning outcomes related to elements and principles:

Creating/Performing/Communicating

• create or perform a dramatic work demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create or perform a dramatic work demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings

• attitudes towards music
• group problem-solving skills
• performance/recording skills
• communication of musical ideas and thinking

The teacher had students listen to representative examples of compositions, which were simple enough to demonstrate the elements and principles of music in isolation. After the entire class could easily identify the elements and principles, students were directed to examine how these elements and principles were put together to form an idea, mood, or feeling in a composition of music. They set to work in groups to create and perform their own compositions. The teacher monitored the work as it developed in the groups over ten one-hour periods.

Defining Criteria

The teacher and students discussed the criteria for assessment. It was agreed that all the elements and principles could be easily defined. After some discussion, it was agreed that students were to describe in writing the idea, mood, or feeling that they wanted to create. The groups also had to correlate at least one musical element or principle with their compositions. Each composition was taped, and the group reviewed the tape to validate the written descriptions of the ways in which each of the elements and principles contributed to the composition.

Students' efforts in class were assessed on a four-point scale:

3 - contributing throughout the class
2 - contributing occasionally during the class
1 - co-operating only in the performance and composition
0 - no contribution or co-operation

The teacher assessed each student during the class periods. Students agreed that 50 percent of their mark as a group would encompass:

• the performance of the group's composition
• the group's written description of how the elements were used to make a complete musical statement

Assessing and Evaluating Student Performance

Students worked in five groups in the classroom. As the ten classes progressed, it became apparent that in most groups collective thought was taking place. In the other groups, the leadership for the project was in the hands of one or two individuals, with the rest of the group offering little contribution.

The compositions were performed by all the students in each group. The teacher discussed the compositions with each student. Every student in the class was able to cite many of the elements and principles in the composition and the performance.

The teacher kept a daily log of each student's contribution. This log was shared with the individual students, and students had the opportunity to discuss their feelings about their work with the teacher.

As a result of these assessment strategies, the teacher had the following notes, which were used as the basis for formal reporting:

"Within group 1 the student members were able to define eight of the ten elements and principles of music, giving each student a mark of 80 percent (weighted 50 percent).

Student A (from group 1): When student A was in class, her effort mark was reasonably good. However, student A missed and was late for many classes and her effort to make up work was minimal. Over the ten class hours, this student achieved an effort mark of 17. Based on the effort mark ([17÷3] x100= 57%), the total mark for this student was ([80+57]÷2) 68.5%.

Within group 2: The student members were able to define seven of the ten elements and principles of music, giving each student a mark of 70 percent (weighted 50 percent).

Student B: This student was very conscientious and worked to her full potential for most of the classes. The effort mark for this student was 28. Based on an effort mark of 28 ([28÷3] x100= 93%), this student received a total mark of 81.5% ([93+70]÷2).

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Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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