Assessing Music Lab Projects

2021 ◽  
pp. 223-225
Author(s):  
Will Kuhn ◽  
Ethan Hein
Keyword(s):  
Prior Knowledge ◽  
Music Technology ◽  
Project Based Learning ◽  
Classroom Culture ◽  
Creative Work ◽  
Verbal Feedback ◽  
Knowledge And Skills ◽  
Creative Project ◽  
Constructive Feedback ◽  
Letter Grades

Creative project-based learning poses unique challenges for assessment: open-enrollment music technology classes must serve students with widely varying levels of prior knowledge and skills, there are no standardized guidelines for evaluating music technology projects, and it is impossible to evaluate creative work objectively in general. Project-based educators must therefore apply as much creativity to assessment as they apply to project design. This chapter suggests ways to balance the necessity of giving grades against a desire to build students’ intrinsic motivation, such as de-emphasizing letter grades and numerical scores in favor of verbal feedback. It also discusses how to create a classroom culture of constructive feedback, thereby introducing students to the methods and practices used by creative professionals. It gives strategies for modeling the kind of close listening students should be able to do for themselves, and for giving and receiving criticism without being excessively judgmental or defensive.

The classroom culture of a middle school music technology class

2019 ◽  
Vol 38 (3) ◽  
pp. 383-399
Author(s):  
Daniel J. Albert
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Practice ◽  
Music Technology ◽  
Classroom Culture ◽  
Musical Composition ◽  
Critical Examination ◽  
Structured Interviews ◽  
Constructive Feedback ◽  
School Music

The purpose of this study was to examine the culture of an American middle school music technology classroom based in musical composition. Research questions explored students’ perceptions of how they co-create the classroom culture with the teacher and how the classroom culture influences participation in musical composition activities, if at all. Data sources for this ethnographic case study included field notes from multiple class observations, audio- and video-recordings, and semi-structured interviews. Findings determined that teacher and students’ mutual use of constructive feedback in their discourse, the teacher’s role as co-learner, his facilitation of “messiness” as part of the learning process, and his pedagogical style helped to create an affirming classroom culture that motivated students to compose. Implications for teaching practice include critical examination of classroom cultures and thoughtful inclusion of technology in music education courses.

Toward a Creative Music Curriculum

2021 ◽  
pp. 3-11
Author(s):  
Will Kuhn ◽  
Ethan Hein
Keyword(s):  
Music Education ◽  
Music Technology ◽  
Project Based Learning ◽  
Philosophy Of Music ◽  
Technology Program ◽  
Music Production ◽  
Creative Music ◽  
School Music ◽  
And Performance ◽  
Support Students

Research has shown the need for new types of music classes that emphasize amateur music production and popular music. The new types of programs contrast with traditional classical and performance-based music programs. Digital audio production offers an unprecedented opportunity to support students in active, culturally authentic music-making. A successful music technology program requires a change from the teacher-led ensemble model to a creative workshop structure. Furthermore, it requires the recognition that current popular styles have their own distinct aesthetics and creative approaches. Project-based learning also requires teachers to develop their own pedagogical creativity. This approach can attract students who do not currently participate in or identify with school music, but who nevertheless consider themselves to be musicians. The constructivist philosophy of music education, using teaching strategies that support students’ agency in their own learning, fosters self-motivation and a critical stance toward popular culture.

scholarly journals Preparing for the Changing Faces of Education: Effective Professional Development Models

2014 ◽  
Vol 7 ◽  
Author(s):  
Yvonne DeWith
Keyword(s):  
Professional Development ◽  
Authentic Assessment ◽  
Project Based Learning ◽  
Self Reflection ◽  
Development Models ◽  
Effective Professional Development ◽  
Constructive Feedback ◽  
Expert Teacher ◽  
The Face ◽  
Smart Boards

The face of education is constantly changing. The traditional classroom with rows of desks facing a chalkboard is being demolished and replaced with movable tables, Smart Boards and laptops, project-based learning, differentiated lessons and more authentic assessment. To be effective and to accommodate a rapidly changing educational system, teachers must be trained and equipped. Regardless of the innovation or change, the process of traveling from a novice to an expert teacher is an ongoing journey which requires adequate training. The question remains as to what is the most effective method of moving teachers along the trajectory from novice to expert. Research has shown how ineffective single “one-off” workshops are at resulting in real change in a teacher’s practice. Effective professional development to develop expertise in any area, however, should allow for sufficient time for practice, collaboration, self-reflection, and constructive feedback.

scholarly journals Enhancing Students’ Confidence in Employability Skills through the Practice of “Recall, Adapt and Apply”

2017 ◽  
Vol 7 (3) ◽  
pp. 55
Author(s):  
Alison J. Sinclair
Keyword(s):  
Biological Sciences ◽  
Prior Knowledge ◽  
Employability Skills ◽  
Project Work ◽  
Knowledge And Skills ◽  
Essential Step ◽  
New Challenges ◽  
High Level ◽  
Fail Safe ◽  
Safe Set

The ability to apply prior knowledge to new challenges is a skill that is highly valued by employers, but the confidence to achieve this does not come naturally to all students. An essential step to becoming an independent researcher requires a transition between simply following a fail-safe set of instructions to being able to adapt a known approach to solve a new problem. Practical laboratory classes provide an ideal environment for active learning, as the primary learning objective of these teaching sessions is to gain skills. However, laboratory handbooks can be presented as a series of fail-safe recipes. This aids the smooth running of practical classes but misses the opportunity to promote engagement with the underlying theory and so develop confidence in recalling approaches and adapting them to a new problem. To aid the development of employability skills, a practical laboratory series was developed for Bioscience teaching that requires on-the-spot decision-making, the recall of skills and their adaptation to new challenges. After using this approach, the proportion of student’s expressing a high level of confidence with each of eight key employability skills rose by between 9 and 35% following the practical sessions, showing that the approach of recalling, adapting then applying prior knowledge and skills can increase the confidence that students have in their employability related skills. The approach was developed for use within biological sciences practical laboratories but the principles can be adapted to any discipline involving project work.

scholarly journals Medication Adherence, When Lifestyle Is the Medicine

2017 ◽  
Vol 11 (5) ◽  
pp. 397-403 ◽  
Author(s):  
Mark D. Faries ◽  
Alyssa Abreu
Keyword(s):  
Medication Adherence ◽  
Behavior Change ◽  
Emotional Regulation ◽  
Evidence Based ◽  
Vicarious Experience ◽  
Past Performance ◽  
Knowledge And Skills ◽  
Constructive Feedback ◽  
Coping Planning ◽  
Mastery Experience

Giving patients insight, knowledge, and skills, although important, may not alone be enough for behavior change maintenance. Rather, the health care provider (HCP) has an important role in fostering behavior change and maintenance by asking, “Why do people change?” and “What can I do to help?” This review highlights 4 evidence-based factors related to medication adherence, when lifestyle is the medicine. (1) Autonomy is the belief that one is the origin of his or her own actions, and must be supported by the HCP (eg, “My HCP listens to how I would like to do things regarding my health”). (2) Competence and confidence ensure that patients believe they can succeed. These are gained through mastery experience, vicarious experience, and through positive and constructive feedback on past performance (eg, “My HCP conveys confidence in my ability to make changes regarding my health”). (3) Coping planning is being able to formulate a plan of intention, with the awareness of barriers and emotional regulation that can inhibit patient behavior (eg, “I feel able to share my feelings with my HCP”). (4) Personal values of the patients are used to understand how and why they cope when there is a threat to these values (eg, “My HCP tries to understand how I see my health before suggesting any changes”).

The Use of Concept Maps in Creating a Short Video with Students

2016 ◽  
Vol 11 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Ákos Gocsál ◽  
Renáta Tóth
Keyword(s):  
Prior Knowledge ◽  
Concept Maps ◽  
Common Knowledge ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Short Video ◽  
Experimental Project ◽  
Important Activity

Abstract This paper presents the results of an experimental project in which media students created a short video. The students in groups of 4 or 5 used concept maps for collected their ideas about organizing the project. The analysis of the concept maps revealed that two groups were product-oriented, one group was workflow-oriented, and two groups used concepts that belonged to both categories. The contents of the concept maps also reflected students′ prior knowledge and skills related to the task. In a joint discussion of the concept maps, students created a to-do list for shooting the video, which was an important activity to build common knowledge. This project confirms that the use of concept maps is a useful tool for developing students’ professional skills.

scholarly journals EFEKTIFITAS METODE SIMULASI DAN FEEDBACK YANG KONSTRUKTIF DALAM PELATIHAN CARDIOPULMONARY RESPIRATORY UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN MAHASISWA

2020 ◽  
Vol 10 (1) ◽  
pp. 388-401
Author(s):  
Sugiarto Sugiarto ◽  
Sri Sundari ◽  
Lisa Musharyanti
Keyword(s):  
Intervention Group ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Simulation Methods ◽  
Knowledge And Skills ◽  
Paired Sample ◽  
Constructive Feedback ◽  
Before And After

Constructive feedback is an effort to increase knowledge and skills so that instructors can find out how to provide constructive feedback. Constructive feedback of simulation methods needs to be given to students in order that they are motivated to increase their knowledge and skill. The objective of this study is to understand increasing of student’s knowledge and skill in simulation methods with and without constructive feedbacks. Methods used in this study is Quasi Experiment using pretest and posttest with control group. Total respondents used in this study are 77 respondents with 40 students of intervention group and 37 students of control group using purposive sampling technique. Respondents were given interventions such as constructive feedback.The results of study using paired sample t-test indicate that there was significant effect on giving constructive feedback to students before and after giving interventions with p-value result of 0.05. It is expected that feedback is continuously given by an educator to grow learning spirit and self-introspection to students.

scholarly journals Authenticity and Teacher’s Role in Project Based Learning

2016 ◽  
Vol 12 (2 (16)) ◽  
pp. 109-114
Author(s):  
Lusine Madoyan
Keyword(s):  
Present Article ◽  
Real World ◽  
Teaching Method ◽  
Project Based Learning ◽  
Focus On Form ◽  
Student Centered ◽  
Student Collaboration ◽  
Knowledge And Skills ◽  
Teacher’S Role ◽  
Teacher's Role

Project based learning (PBL) is a student-centered teaching method that involves a dynamic classroom approach in which students gain knowledge and skills to explore and respond to an authentic and engaging problem or challenge. PBL focuses on different real-world subject matters that can sustain the interest of students, require student collaboration and autonomy, and at the same time, accommodate a purposeful and explicit focus on form and other aspects of language. The present article focuses on the teacher’s role in project based learning as well as the importance of authenticity in designing a project.

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