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include detailed curricular goals. Create a monthly goal for each section of your orchestra. Plan to conduct informal and formal assessments.


Measurable: How do you plan to measure the success of your orchestra students? Plan to assess your students by assigning music theory and history homework assignments, and by conducting performance assessments. Some method book instructor manuals provide a variety of rubrics that rate the level the foundational string playing skills, such as note errors, tone production, and posture. Start with less specific rubrics until you are comfortable with creating rubrics that are tailored to your program.


Achievable: Confirm that you are setting realistic goals that also challenge your orchestra. If you are teaching beginners, it is important for your students to have a strong foundation in string playing such as bowing, music literacy and playing posture. This takes time, provide several lesson plans when introducing new concepts and allow plenty of time for review. Successful teachers do not rush to complete all the exercises in a new method book each year.


Relevant: Are you creating meaningful lesson plans that encompass the artistic processes of creating, responding, as well as performing? If you are new to teaching orchestra, aligning your repertoire and lesson plans with the core music standards is very important. The process of creating musical activities that encourage competent music students in your orchestra program promotes music growth.


Time-Bound: Maintain accountability in your orchestra program. Create a practice agreement for independent and sectional practicing. Going forward, you will be able to motivate your students to achieve new skills and concepts. Create a learning environment that encourages excellence.


References Alexander, M. & Smith, B. (2009). The status of strings and orchestra programs in United States schools [White paper]. Retrieved March 31, 2015, National String Project Consortium and American String Teachers Association, http://www.astaweb.com/ App_Themes/Public/Uploads/ PDF/WhitePaper.pdf


Brenner, B. (2010). Reflecting on the Rationales for String Study in Schools. Philosophy of Music Education Review, 18 (1), 45-64.


Doran, G. T. (1981). “There’s a S.M.A.R.T. Way to write management’s goals and objectives“. Management Review (AMA FORUM) 70 (11): 35–36.


Hamann, D., & Gillespie, R. (2004). Strategies for teaching strings: Building a successful string and orchestra program. New York: Oxford University Press.


National Association for Music Educators (NAfme) (2015, March). The Core Music Standards are all about Music Literacy. Retrieved from http://www.nafme.org/my-


classroom/standards/


Shahin, A. & Mahbod, M. (2007) “Prioritization of key performance indicators: An integration of analytical hierarchy process and goal setting”, International Journal of Productivity and Performance Management, Vol. 56 Iss: 3, pp. 226 – 240


Zaffini, E. D. (2015). Using Informances” in General Music. General Music Today, 28 (2), 13- 17.


Dr. Adrianna A. Marshall, violist, is an assistant professor in music education at Western Illinois University, she also serves as the music teacher certification advisor for undergraduate students. Currently, Dr. Marshall teaches music education and string methods course offerings such as Introduction to Music Education, String Techniques, Teaching and Assessment in Secondary School Music, American Popular Music, and What to Listen for in Music.


ala breve


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