Behavioral objectives.

2. (30 points) Write four behavioral objectives for a school music class or rehearsal.  Next, write how a teacher could assess in a behavioral way the extent to which the students have achieved each of the four objectives you listed.

I'm going to write as though I were working on the same lesson plan I wrote about last week:

The first lesson plan is called "I Kissed a Frog" which utilizes a poem created by Jack Prelutsky.  (You can visit jackprelutsky.com to see his work!  He has really creative an imaginative poems).  For copyright reasons, I cannot list the poem for you but I ended up setting the poem "A Princess Laments" to music and created the following lesson plan:

¯   Students echo Do, Re, Mi, Sol patterns in order to set up the pattern of the melody.

¯   Students gradually build up to the melody of “I kissed a frog.”

¯   Students transfer to words.

¯   Students discuss the story and what movie recently portrayed the story (Answer = The Princess and the Frog).

¯   Students sing the song with good posture.

¯   Students discuss an instrument that would be appropriate to add to the rests – vibraslap, guiro, or hand drum that sounds like a frog!

¯   Teacher has one Student add the instrument on the rest to portray the croaking of the frog.

¯   Students learn the ostinato pattern on the Orff instruments.

¯   Students review allegro vs. andante.

¯   Students determine whether or not the song sounds better allegro or andante.

¯   Students decode the 5 rhythm patterns on the powerpoint:

¯   Students break in pairs and are handed a baggy containing the 5 pattern cards.Students are then tasked to create an 8 beat pattern using 4 of the patterns.

¯   Students practice saying their patterns together.

¯   Students speak their patterns as the B section to the song and perform AB (all groups at the same time) A.

¯   Students add 2 levels of body percussion (snaps, claps, stomps, taps, etc) to their patterns.

¯   Students perform ABACADA (each contrasting section is 1 partnership with body percussion) – create a rondo.

¯   Students have to work together as a class to help the princess turn back into a human - game.

¯   S play the interactive powerpoint game:

This lesson promotes creativity by having students create their own body percussion patterns using a structured environment.  They are given specific instructions with some creative freedom and the class created a rondo form.

I will make four behavioral objectives for this lesson plan.  To do this, I am going to make sure that each objective lists a condition under which the behavior will be performed, a behavior, and a criteria for how well they met the behavior.

The Student will be able to: The student will:

1) Distinguish between allegro and andante, perform the song at both tempos, determine which of the tempos better suits the song, and plan for further testing and development of tempo.

2) Discuss how to extend the form of the song, create their own contrasting B section for the song, perform their contrasting sections individually and as a class, and provide self-evaluation on how well their contrasting section worked.

3) Discuss Rondo Form, create a rondo form using their contrasting compositions, and provide class feedback to others on how well their contrasting sections worked.

4) Review rhythm syllables using Ta and Ti, successfully read rhythm cards with 100% accuracy, and determine what they need to improve for the next rhythm reading.

To assess the behavioral objectives, I will use a number of evaluation techniques.  I will definitely utilize self-evaluation as well as the student evaluating each other (using a set of criteria of course).  In addition, I will use formal observation of the students, written evaluation of their understanding of tempo and form, and extension of the ideas to further lesson planning to determine if they have successfully grasped the material.  

For the first objective, I would utilize first a oral evaluation.  Students will discuss the tempo and teacher will determine whether or not they grasped the material.  In addition, a written evaluation will be used in the future after more experience with the tempo.  And the students will need to utilize tempo in further musical activities with success.

For the second objective, I would utilize formal observation to determine whether or not their contrasting sections met a set of criteria.  In addition, I would have the students self-evaluate their contrasting sections.

For the third objective, I would once again use formal observation to determine if their section met the criteria.  This time I would have the rest of the class provide feedback on their contrasting sections using a set of criteria on how to judge a piece of music.

For the fourth objective, I would do oral evaluation to determine if each student can read with 100% accuracy the rhythm card they were given and determine what needs to be worked on individually as well as a class.