data-driven plcs in instrumental music · community ) challenge ) excellence ) inspiration )...

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Data-Driven Professional Learning Communities in Instrumental Music

Scott Hook and Burton Hable

Ankeny Centennial High School


Data-Driven Professional Learning Communities in Instrumental Music

http://tinyurl.com/ACHSBand2

https://todaysmeet.com/ACHSBand2


What is a Professional Learning Community?

An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.

(Learning by Doing: DuFour, DuFour, Eaker, & Many, 2010)



According to the Ankeny Community School District:

"PLCs share in the responsibility for addressing four fundamental questions:"

What do we want students to learn? (Standards)

How will we know if they have learned? (Assessment)

How will we respond if students do not learn? (Remediation)

How will we respond if students already know it? (Extension)



What does that look like for us?



Scott Hook • Wind Symphony (11-12) • Jazz Studio (9-12) • Jazz Evolution (8) • Clarinet & Saxophone Lessons (6-12)

Burton Hable • Symphonic Band (10) • Jazz Collective (9-12) • Jazz Vanguard (9-12) • Brass Lessons (6-12)

Janelle Hook • Concert Band (9) • 8th Grade Band (2A&2B) • Jazz Expansion (8) • Color Guard (9-12) • Flute Lessons (6-12)

Mary Klemm-Harris • 6th Grade Band (4A&4B) • 7th Grade Band (5th) • Tuesday/Friday Jazz Band (7) • Double Reed & WW Lessons (6-12)

Jake Thieben • 6th Grade Band (6A&6B) • 7th Grade Band (7th) • Monday/Thursday Jazz Band (7) • Percussion Lessons (6-12) • Drumline (9-12)



A Day B Day

Before School Marching/Jazz Band

1st Period Symphonic Band & Wind Symphony

2nd Period 8th Grade A 8th Grade B

3rd Period 9th Grade

4th Period 6th Grade A 6th Grade B

5th Period 7th Grade A

6th Period 6th Grade C 6th Grade D

7th Period 7th Grade B

8th Period Music Theory




What do we want students to learn?

K-12 Music Power Standards

There are Power Standards for each PLC:

• K-5 General Music

• 5th Grade Instrumental Music

• 6-12th Grade Instrumental Music (North and South)

• 6-12th Grade Vocal Music (North and South)



Rhythm/Beat/Meter Competency

The student will be able to... • Dictate a performed rhythm (play and/or write) • Perform a given rhythm with characteristic tone • Identify a performed rhythm • Identify meter • Maintain a consistent pulse • Breathe in time with proper technique and in musically

appropriate places in performance



Tonal Literacy

The student will be able to… • Perform a major scale with characteristic tone • Identify do through key signatures • Identify tonal center • Dictate a performed tonal sequence • Perform a tonal sequence with characteristic tone • Identify a performed tonal sequence • Identify a harmonic sequence • Perform a harmonic sequence with characteristic tone



Expression

The student will be able to… • Identify, label, define, and perform dynamics, articulations,

and tempo markings • Make expressive decisions based on historical context,

genre, and style

Ensemble

The student will be able to… • Apply learned musical performance, literacy, and critical

thinking skills to the music-making process with various sizes of ensembles



Power Standards across Grade Levels

Tonal Literacy 6th Grade

7th Grade

8th Grade

9th Grade

10th Grade

11th Grade

12th Grade

Perform a tonal sequence with characteristic

tone

Bb: D-S Eb: D-S

Bb: D-S Eb: D-S F: D-S

Bb Eb Ab

F

Bb Eb Ab F C

Bb Eb Ab F C

g d

Bb Eb Ab

F C

Db

g d c

Bb Eb Ab F C Db G g d c f


How will we know if they have learned?

Assessments across Grade LevelsGrade

InstrumentFall

6 WeekFall

12 WeekFall

18 WeekFall

Semester

10th Trombone

F, Eb, Chromatic @ 90bpm

Scale, Mini, 3rds

Rubank p21 #4 (m1-16)

Rubank p22 #5 (No repeats)

Bb, Eb, F, Ab, C Chromatic

Grade Instrument

Spring 6 Week

Spring 12 Week

Spring 18 Week

Spring Semester

10th Trombone Solo Project

Rubank p24 #8 (m17-End)

Rubank p27 #11 (m17-End)

Ensemble Project



Wind Rubric

4Exceeds Standard

3Meets Standard

2Making Progress

1Not Making Progress

Breath Support/Tone Quality

Performer always takes a big breath and moves wind through the instrument efficiently.

Tone doesn’t waver, is rich and clear.

Performer usually takes a big breath and moves wind through the instrument efficiently.

Tone is generally clear and without waver. May lack richness or depth.

Breaths tend to be shallow and air movement through the instrument is slow causing a thin tone.

Some waver, breaks, or crackle. Lacking in richness and depth.

Breath is always shallow and wind through the instrument is slow restricting tone production.

Many breaks in sound, no control or clarity.

Technique

All fingerings are correct and coordinated with tongue.Notes start and end in time and in the appropriate style.Changes of register are always accurate and smooth.

Fingerings are correct with minimal coordination problems. Most notes start and end in time and in the appropriate style. Changes of register are usually accurate and smooth.

Most fingerings are correct with general coordination problems. Inconsistent timing and style of attacks/releases. Changes of register are inconsistent and choppy.

Many incorrect fingerings. Serious coordination problems. Widespread problems with timing and style of attacks/releases. Unable to transition between registers.

Rhythm

Performance of note and rest values is always accurate. A steady tempo is maintained and coordinated to the accompaniment.

Performance of note and rest values is usually accurate. A steady tempo is maintained and coordinated to the accompaniment.

Performance of note and rest values is inconsistent. Tempo is inconsistent or not coordinated to the accompaniment.

Performance of note and rest values are not accurate. Tempo is inconsistent and not coordinated to the accompaniment.

ArticulationPerformance of tonguing, slurring, and style markings is always accurate.

Performance of tonguing, slurring, and style markings is usually accurate.

Performance of tonguing, slurring, and style markings is inconsistent.

Performance of tonguing, slurring, and style markings is not observable.

Expression

A range of dynamics is present. Performance is accurate to the markings in the music and style of the piece. Musical phrase shaping is heard.

A range of dynamics is present. Performance is accurate to the markings in the music.

A range of dynamics is limited. Some of the dynamic markings are observed.

No changes in dynamics are heard.

Posture/Set-Up

Excellent posture and playing position are demonstrated.

Good posture and playing position are demonstrated.

Problems with posture/playing position are observed.

Problems with posture/playing position are observed.



Percussion Rubric

4Exceeds Standard

3Meets Standard

2Making Progress

1Not Making Progress

Basic Technique

Always exhibits excellent hand, arm, and wrist position. Always plays with proper grip/stick height and placement on the instrument.Excellent control of sticks/mallets resulting in excellent tone quality.

Usually exhibits excellent hand, arm, and wrist position.Usually plays with proper grip/stick height and placement on the instrument.Good control of sticks/mallets resulting in good tone quality.

Some problems with proper hand, arm, and/or wrist position. May exhibit some problems with proper grip/stick height and/or placement on the instrument. Inconsistent control of sticks/mallets resulting in inconsistent tone quality.

Problems with proper hand, arm, and/or wrist position. Problems with proper grip/stick height and/or placement on the instrument. Poor control of sticks/mallets resulting in poor tone quality.

Advanced Technique

Always performs marked accents, rolls, and other style markings accurately. Makes appropriate sticking choices utilizing right hand lead technique.

Usually performs marked accents, rolls, and other style markings accurately. Makes appropriate sticking choices utilizing right hand lead technique.

Inconsistent performance of marked accents, rolls, and other style markings. Exhibits an unclear plan for sticking choices or does not utilize right hand lead technique.

Inaccurate performance of marked accents, rolls, and other style markings. Exhibits an unclear plan for sticking choices or does not utilize right hand lead technique.

Rhythm Performance of note and rest values is always accurate.

Performance of note and rest values is usually accurate.

Performance of note and rest values is inconsistent.

Performance of note and rest values are not accurate.

Tempo

A steady tempo appropriate to the style of the piece is maintained AND coordinated to the accompaniment (if applicable.)

A steady tempo appropriate to the style of the piece is usually maintained AND coordinated to the accompaniment (if applicable.)

Tempo is inconsistent or inappropriate to the style of the piece. Coordination problems with the accompaniment (if applicable.)

Unsteady or inappropriate tempo. No coordination with the accompaniment (if applicable.)

Expression

A range of dynamics is present. Performance is accurate to the markings in the music and style of the piece. Musical phrase shaping is heard.

A range of dynamics is present. Performance is accurate to the markings in the music.

A range of dynamics is limited. Some of the dynamic markings are observed.

No changes in dynamics are heard.

Proper Equipment

Height/Angle of Drum is properly adjusted. Appropriate choice of sticks/mallets for the instrument and style of the piece.

Height/Angle of Drum is properly adjusted. Appropriate choice of sticks/mallets for the instrument and style of the piece.

Height/Angle of Drum is improperly adjusted OR Inappropriate choice of sticks/mallets for the instrument and style of the piece.

Height/Angle of Drum is improperly adjusted AND Inappropriate choice of sticks/mallets for the instrument and style of the piece.



Every 6 weeks, students are evaluated on idiomatic repertoire that covers selected Power Standards.

Rubric scores are entered into a Google Form that dumps into a Google Sheet to convert to percentages.

An AwesomeTable aggregates the assessment data to provide an easier visual to process.



The Ankeny Community School District sets forth the following guiding principles for standards-based practices:

1. Grades do not include behavior, only academic achievement.

2. No extra credit.

3. Homework has a purpose. The purpose determines if and how it is included in a grade.

4. Complete all required work by due dates.

5. Multiple and varied assessment opportunities.

6. “I” for Insufficient Data instead of a 0.


How will we respond?


Looking Forward

• Standards for Jazz Band & Concert Band

• Integrating Jazz Combos

• Percussion Curriculum

• 1:1 Implementation with Chromebooks

• Google Classroom

• SmartMusic - Current vs. New (web-based)

• Doctopus & Goobric

• JoeZoo Rubric Builder & Grading Tool

• Standards-Based and Infinite Campus

• Productive Group Work


Our Mission:

Ankeny Community Schools is unified in its commitment, passion, and vision so every learner is prepared to achieve a lifetime of personal success.

Ankeny Community School District does not discriminate based on race, color, creed, religion, national origin, sex, gender identity, age, disability, marital status, sexual orientation, physical attributes, physical or mental ability or disability, ancestry, political party preference, military affiliation, socioeconomic status, or familial status. Inquiries or grievances may be directed to Jenifer Owenson, Chief Human Resources Officer, 306 SW School Street, P.O. Box 189,

Ankeny, IA, 50021-0189, (515) 965-9600; or the Iowa Civil Rights Commission, Grimes State Office Building, Des Moines, IA, 50319-0201, (515) 281-4121; or the U.S. Department of Education, Office for Civil Rights, 500 West Madison Street, Suite 1475, Chicago, IL 60661.

data-driven plcs in instrumental music · community ) challenge ) excellence ) inspiration )...

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