Tom Gaydos

Dr. Frierson-Campbell
MUSI 3290
Fall 2014
Summary of Assessment Plan
In week 1, students were given Calypso Bells to read through in rehearsal. Aside from
myself, Jeff slightly began working on this with them so when they were handed over to me,
the first 4 bars of the piece were first getting formed. We worked on playing the correct
rhythms throughout the ensemble and just did the first 4 bars. For the remainder of the
rehearsal we worked on 25 or 6 to 4, a piece they had played before earlier in the semester
so we focused on musicianship for this one.
In week 2, we continued to rehearse Calypso Bells. As this being only the second
week, I expected wrong notes and rhythms still. Throughout the week, Jeff had rehearsed them
in their lessons during the day on this piece. There was a dramatic increase in what they could
do. When I rehearsed them, we skipped the repeat and played straight through. There were still
errors in pitch and rhythms so I made sure to go over the hotspots and address where the
problems were happening.
In week 3, students were be able to play all correct notes and rhythms though
expression was lacking such as application of dynamics, crescendos, decrescendos, and
consciousness of who should be heard where in this piece. At this point, the kids got all the
correct notes and rhythms because of what I rehearsed with them last week and what Jeff had
been practicing with them during the lessons. We were able to run the piece straight through

including the repeats. I noticed a few errors and kids getting lost, but each week was more
successful than the last.
In week 4, students were able to play Calypso Bells and be aware of the other parts
around them. This ideology will carry through to other pieces we do and my students will be
active listeners while playing. We ran the piece including repeats. I made sure to address
crescendos and decrescendos. I had them be aware of the other sections in terms of who needs
to come out more and who needs to back away. I did this by telling them measure numbers for
when an instrument had the melody, such as the tuba. The kids now realized what was
happening outside of their own part.
This is the standard I used throughout my 4 weeks: Stylistic considerations vary across
genres, cultures, and historical eras. 1.3.8.B.2. Description: Perform independently and in
groups with expressive qualities appropriately aligned with the stylistic characteristics of the
genre. I chose this because it addressed the appropriate grade level I was working with and it
also acknowledged the expressive qualities of playing a piece of music. Once the notes and
rhythms are mastered, musicality can be taught.