band
Without these boundaries, the composi- tion will become simply an exercise in creativity and not an assessment tool to measure student understanding. (Please note: there is absolutely nothing wrong with giving students free rein when it comes to exploring their creativity through composition, but as this article is focusing on composition as an assessment tool, these boundaries are essential for the suc- cess of the assessment.) The boundaries of the composition should match what it is the teacher wants to assess. For example, if student understanding of 4/4 meter and note durations of quarter, half, and eighth notes is what is being assessed, then the students’ compositions should be in 4/4 meter and use (only, potentially) quarter, half, and eighth notes. If student under- standing of a concert Bb key signature and major scale is being assessed, then students’ compositions should be in con- cert Bb major and use the appropriate, diatonic notes.
On this page is just one example of what a student created for an assessment. Notice
Wisconsin School Musician
how many concepts are being assessed in this single 8-measure composition! The student was able to demonstrate her under- standing of meter, note duration, key, form and the first six notes that were learned. (This student is a clarinet player, and this composition was done after about eight weeks of study.) Now, the two things that I could see that were “wrong” were the curly in the clef not circling the G-line and that there is no real sense of being in the key of Concert Bb Major. However, these things were not concepts being as- sessed, so this student received full credit for her demonstration of understanding of meter, note duration, key, ABAC form and knowing where the first six notes learned in lessons are on the staff.
Making Time and How One Assesses the Students’ Work My time with the students is very limited, as is the case for most teachers, so I as- signed these compositions to the students as a written part of their weekly at-home practice (compositions were assigned about once a month, not every week).
The vast majority of the students were really excited about writing their own music (performing it was also a part of the picture, too) and I only had a few instances with each assigned composition where students either turned it in late or not at all. It took only a few minutes with the students during class to explain what they were being asked to do, and I would sometimes walk them though a few parts (you may have noticed the expertly-drawn treble clef on the assignment – that was me modeling for the student). As far as assessing the compositions, I never gave the students a “grade.” We discussed the compositions, and I pointed out errors in the assessed concepts that the students used in their work. Ultimately, the com- positions helped me better understand what the students did and did not get and what I needed to go over in class or come at in a different way. For example, most didn’t use dotted quarter notes correctly in their compositions. This told me that I needed to reteach dotted rhythms, and I found a plethora of differentiated ways to teach dotted rhythms that seemed to stick much more in class. Sure enough, when the students composed using dot- ted rhythms again, most of them showed that they understood them by using them correctly in their compositions.
In Conclusion
Composition is an area that too often gets left by the wayside in band classrooms because, as I experienced, teachers just don’t have enough time. But, I would encourage you to think of creative ways you can incorporate composition into your band classrooms. Using composition as an assessment tool is just one way! By giv- ing students the opportunity to show their understanding through creating, we not only allow them the opportunity to show the depth of their understanding, but also give them the tools to express themselves through composition as they continue to grow as musicians.
Julie Brown is a beginning band teacher in the Appleton Area School District. Email:
brownjulie@aasd.k12.wi.us.
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