Everyone loves music; some people sing, and others play musical instruments. People enjoy listening to music or even have made it the first program for their daily activities. Students also enjoy music because it is used to enrich their lives as well as their education (Shuler, 2011). Music is essential because it raises someone's mood. It also allows one to feel all emotion in his/her life. Learning is the necessary skills students can obtain from music because it enables them to identify critical elements such as tone, pitch rhyme, and interval articulation of melodies (Shuler, 2011). This paper analysis significant facts and skills in the music curriculum. The paper also explores knowledge assessment, outlines lessons learned from the music curriculum, and the powers in the final performance of music career.
The first fact about music skill is that it improves memory; for instance, when students are playing while following sheets music, they continuously engage their memory skills to perform. Memorizing is skills that can help a person serve for the rest of their life. Another fact is that music helps to develop language and reasoning skills (Shuler, 2011). When dealing with music, a person can actively use part of the brain to keep the ability sharp. It helps to maintain increased coordination because music is taken as a sport that can be used to improve eye to hand coordination. Music allows students to have better SAT scores and builds teamwork (Shuler, 2011). People who perform in bands need together in musical performance. They are to learn the importance of working together and creating a friendship along the way. Music develops critical thinking, especially in the background of art learning. The aspect helps in every part of life by solving problems without visible solutions.
There are many lessons learned from music and its activities. First, it teaches discipline and determination. Music shows the value of hard work towards other aspects of life. Music studies provide students of all ages with an opportunity to learn and be patient. Students will learn and grow when they choose the music and work in practice (Shuler, 2011). Music subjects can only be done by students and help them to navigate school and life overall. Secondly, music gives students confidence and self-esteem - increased confidence level results in the exploration of music, especially on how to play instruments. Music makes a person better not only the artist performing the song but also the audience conversing and listening. Thirdly, it helps students improve their academic performance - lessons in music help to increase learning abilities in the academic area and other academic fields. Language development in music helps improve test scores. Lastly, time management skill, especially for students, is developed. The most considerable power in music is time management (Shuler, 2011).
Knowledge assessment in the music curriculum can be categorized into four areas of the music study, such as pitch accuracy, intonation, rhyme accuracy, and articulation. By defining the goals and objectives of students studying music, they are expected to grow every semester in different areas. Different period assessments give the students the ability to quickly improve not only in their scores but also in the column interpretation.
From the study, the sheet below shows each of the music areas, and the criteria that will be assessed is used:
- Excellent Good Fair Poor
- Pitch accuracy
- Excellent Good Fair Poor
- Rhyme Accuracy
- Excellent Good Fair Poor
- Excellent Good Fair Poor
Intonation refers to the pitch accuracy of the musician or the pitch produced by the musical instrument. The tone can be flat or sharp, or other times can be both. For intonation to be accurate, the intonation sensitivity must be determined by the preference for the chord that is turning or mistuning (Heinsohn, Zdenek, Cunningham, Endler & Langmore, 2017). Quality parameters and combinations of performance intervals are the critical basis in determining the operating voice of pitch accuracy. Rhyme is the repetition created by repeating similar sounds in the music. Students must develop a strong sense of the verse, which is the heartbeat of all music, should be able to identify an accurate understanding of pitch, and also sign a music tone (Heinsohn et al., 2017). Articulation in music determines how a single note of music event can be created. It can be used to modify the dynamics of music and the pitch. From the studies in chapters 8, 9, and 11 on the grading for musical excellence by Kimpton, the above criteria will be used to assess the reviews.
More one can get into music more; you will appreciate it. Music can be divided into two different ways; one can be the lyric part, which makes up the music better and limitless beyond boundaries of imagination. The lyric of the song can be described as the written test.
Skill Assessment and Performance
Skills assessment refers to the test designed to help assess student's measure of their growth. Student growth refers to how much a student can progress academically during his/her time with a particular teacher. Time is an essential factor when measuring how much students opposed the assessment of their proficiency. A professor, teacher, or instructor can develop a better understanding of the academic impact of a student. There are four distinct options for measuring students' growth. The paper discusses these distinctions and explores the advantages and disadvantages of measuring a student's academic growth.
The four distinctions for measuring student growth include student's learning objectives, portfolios, direct level pre, and post-test, and value-add measurement. The advantages of measuring students include; first, there is more granular feedback about which the instructional choices are effective and ineffective. Secondly, there is a balance between the teacher's behavior and the behavior of the students' outcome (Carnoy et al., 2017). Thirdly, and the results are more objective and quantifiable since it is a teacher-driven process. Fourthly, there is immediate grading because it is a dynamic and individualized assessment. Each question is modified depending on the previous response for learners.
Student growth measurement has some disadvantages, including; the feedback is less insightful compared to the student potentiality in terms of what they are capable of doing. The assessment of students' growth may reflect the teacher's behavior, which is appropriately incorrect. Subjectivity and estimation throughout the process are not practicable within a particular time (Carnoy et al., 2017). Student's measurement growth is useful in all schools, even though it does not consider the foundational skills of a student other than what is taught in class. However, based on the students' performance, the acquired skills can be improved from one stage of the course to another.
Incorporating Problem Solving as in Wiggins
The idea of introducing philosophy and psychology of music education has helped to solve some problems. Understanding music helps to explain the current research methods that are required to be learned by students to show prospective and practice music effectively. Wiggins's way of learning involves giving attention to music as it is the role of the learner. Incorporating problem-solving in music requires a positive mindset strategy. Every day leaves a single remedy that needs creative thinking to come up with the solution. I think the first attempt that should be taken is to recognize the problem - for instance, asking the music artist to evaluate their playing or singing through benchmarking. You can isolate and define the problem and employ the possible tactics to handle the problem. Analyze the problem using the applied tactic. In music, this may include showing the varying rhythms, tempo, and reinserting pitches.
Benefits of this Approach
The benefits of this approach to students include; first, there is more granular feedback about which the instructional choices are effective and ineffective. Secondly, there is a chance for the musician to evaluate their ability in music by benchmarking. Thirdly, and the results are more objective and quantifiable since it is a teacher-driven process of solving the problem in music. Fourthly, there is immediate grading because it is a dynamic and individualized assessment. Each question is modified depending on the previous response for learners.
Obstacles to this Approach
First, the curriculum would address the worked on standards for music, which is not clear in terms of rules and progression points. Secondly, the policy and syllabus lack enough support materials, which can be scrutinized by special groups that specialize mainly in music (Shively, 2015). Thirdly, it is complicated to maintain the status of music education supported by Wiggins. Therefore, there is a need to ensure a good program that supports essential elements of must status all over the world.
Constructivism in music has taken an important role. The practices have significant implications for policymaking at most levels of education. Constructivists believe learning music is a social activity for students (Shively, 2015). Therefore, students undertaking this field are supposed to interpret and understand the relations of the knowledge of the subject with the experience. This approach is applied to the general music field, where many students are actively involved. I feel the texture, volume, and duration of music are not conducive part for teaching because they mainly depend with the singer.
In conclusion, if anything changed in music assessment, I think it won't be a pleasant experience because evaluation is the heart of students' active learning. It is the tool accountable for public dissemination of results. My approach to curriculum writing, I think, we should cultivate deep to form a strong basis for music curriculum teaching. I can't say I am influential in curriculum writing, but I am in the assessment. I can examine the necessary evaluation and methods of improvement in music. The primary area I would improve in future teaching of assessment is building quality and instructional programs. The program would mainly aim at reporting key educational indicators that would empower educators in music for all schools. The plan would also address the need for students to take part in music practical learning actively.
Carnoy, M., Gove, A. K., & Marshall, J. H. (2017). Advantage and disdvantages of student growth meausement: Why students in Cuba do better in school. Stanford University Press.
Heinsohn, R., Zdenek, C. N., Cunningham, R. B., Endler, J. A., & Langmore, N. E. (2017). Tool-assisted rhythmic drumming in palm cockatoos shares key elements of human instrumental music. Science advances, 3(6), e1602399.
Shively, J. (2015). Constructivism in music education. Arts Education Policy Review, 116(3), 128-136.
Shuler, S. C. (2011). Music education for life: The three artistic processes-paths to lifelong 21st-century skills through music. Music Educators Journal, 97(4), 9-13.
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