Session 4: Assign students a personal reflection on the research and encourage them to make a preliminary decision on whether they feel they have what it takes to engage in a music career or if they would like to pursue other options either involving music or not. Session 5: Provide opportunities for students interested in a career or interested in other avenues to speak with career musicians or community musicians. Differentiation Strategies: Provide more time for assignments, provide more guiding questions in discussion; provide additional resources or specific assignments for advanced students Questioning and Discussion Strategies: compare and contrast, small and large discussion groups Assessment: personal reflection, monitoring social media if using Resources: Crouch, T.L. (2008). New 100 Careers in the music business. York: Barron’s Educational Series. Phillips, S.L. (2013). Beyond sound: The college and career guide in music technology. New York: Oxford University Press. Check community listings for performance opportunities (community bands and choirs, local performances and area performances Sample Rubrics Elementary Instrumental Music Marker Score 4 3 2 1 Beat and The beat is The beat is The beat is The beat is rhythm secure and secure and somewhat erratic and rhythms are most of the erratic. Some rhythms are accurate. rhythms are rhythms are seldom accurate accurate. There accurate but detracting from are a few there are the overall durations frequent performance. errors but the duration errors song is held that detract together. from overall performance. Melody/ note Student is able Student is able The student is Student is not reading/ to name and to name all of able to name able to name fingering perform all the the notes and only some of notes or notes in the perform most the notes. perform the song. of them, the Repeated errors song. song is held in note reading
Session 4: Assign students a personal reflection on the research and encourage them to make a preliminary decision on whether they feel they have what it takes to engage in a music career or if they would like to pursue other options either involving music or not. Session 5: Provide opportunities for students interested in a career or interested in other avenues to speak with career musicians or community musicians. Differentiation Strategies: Provide more time for assignments, provide more guiding questions in discussion; provide additional resources or specific assignments for advanced students Questioning and Discussion Strategies: compare and contrast, small and large discussion groups Assessment: personal reflection, monitoring social media if using Resources: Crouch, T.L. (2008). 100 Careers in the music business. New York: Barron’s Educational Series. Phillips, S.L. (2013). Beyond sound: The college and career guide in music technology. New York: Oxford University Press. Check community listings for performance opportunities (community bands and choirs, local performances and area performances Sample Rubrics Elementary Instrumental Music Marker Score 4 3 2 1 Beat and rhythm The beat is secure and rhythms are accurate. The beat is secure and most of the rhythms are accurate. There are a few durations errors but the song is held together. The beat is somewhat erratic. Some rhythms are accurate but there are frequent duration errors that detract from overall performance. The beat is erratic and rhythms are seldom accurate detracting from the overall performance. Melody/ note reading/ fingering Student is able to name and perform all the notes in the song. Student is able to name all of the notes and perform most of them, the song is held The student is able to name only some of the notes. Repeated errors in note reading Student is not able to name notes or perform the song.
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