Assessing student performances is time-consuming!  It is often difficult to make an accurate judgment on the fly, because things happen so fast that it is hard to "record" all of the info in our brains in real time.  Recording student performances for assessment purposes has been a teacher trick that solved this problem for many years.  With the growing use of individual technology devices in schools everywhere, recording student performances is easier than ever.

I am fortunate to have access to a class set of iPods.  For this assessment project, we used the video camera that is built in to the iPod for the video and a Google Form for the rubric.  The following steps assume that your students are ready for performance.

Step 1 Demonstrate

Most kids have some experience with pictures and recordings on phones, so you may or may not have to do too much explaining.  I moved through a quick demonstration just to reinforce the fact that students should all be working with the video camera, how to switch from the still camera to the video camera, how to switch to the front-facing camera, and how to start and stop the recording.

Before passing out the iPods, the school/class rules for use were reviewed.  My backup plan for students who choose not to follow the rules is to take their iPod away, then I recorded them with my iPod.

Step 2 Record

I am fortunate to have a nice sized room and medium sized classes, so we were able to spread around the perimeter of the room, with a few scattered in the middle, so that students had personal space and the sound from one student didn't end up in another's recording.  If space is an issue, try the buddy approach, with one student as the videographer while the partner is performing.

My 5th grade students were singing a blues verse that they composed to a prerecorded track.  I played the track and let them record a practice version.  They ended up getting 3 or 4 chances to get a recording that they were satisfied with.

Step 3 Student Self-Assessment

Students were given time to watch their video several times, and then it was time to complete a self-assessment rubric.  We used a rubric that students had helped to create in a previous lesson.  I created a Google Form with one question for each performance dimension.  The levels of performance were checkboxes, to facilitate ease of use for the students.

As an extra layer of technology fun, I created a QR code to link to the Google Form.  Students scanned the code to bring up the form on their iPods.  QR codes could be displayed on your IWB, enlarged to post on classroom walls, or printed on paper and distributed to students.  Once the rubric is open on the iPods, students only have to tap the checkboxes to record their ratings.

 You can make your own copy of the actual rubric by following this link: 

Blues Performance Assessment Rubric

Step 4 Teacher Assessment

I couldn't wait to see their videos!  After school, when all was quiet, I watched each one.  Using the exact same rubric, I recorded my rating for their performance.  To indicate which rating was the teacher rating, I entered the student name followed by **********.

The cool thing about Google Forms is that all of the responses are recorded into a spreadsheet, making it very easy to read, and even allowing the resorting of data if necessary.  You can see from the excerpt below that many times the students were harder on themselves than I was!

Step 5 Teacher Reflection

I loved this project because the student engagement was so high that the ratings were a very accurate representation of the student's work.  In the future, I think I will add a short written component to the student self-assessment, asking them to explain why they gave themselves the rating that they did.

Sharing our Project  

The QR worksheets, links, Yonder Come Day videos, and our presentation slides from SCMEA can be found here:

Gullah Blues QR Research & Project

Please comment on whether this use of technology would be useful to you!

More on how QR codes can be used to facilitate student research projects can be found in this post: QR Codes & Student Engagement

    

Click on the pictures for more Fermata Fridays or Tech Talk Tuesday posts!

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Write the Room activities are all the rage in K-1-2 classrooms, so I thought—why not bring this popular movement-based activity into the music room? Since many of my students were already familiar with the procedures, introducing Write the Room was smooth, even with our limited class time.

Why Write-the-Room?

1. It’s Movement-Based Learning

Write the Room activities allow students to move around the classroom, giving them a chance to "get the wiggles out" while meeting music standards. It turns what could be static learning into an active exploration, which is especially beneficial in music.

2. It’s a Flexible Framework

Write the Room can be adapted to various topics, making it a versatile framework for teaching concepts like music symbols, instrument names, dynamics, rhythm, melody, and more. The process stays the same, but the content changes, so it’s easy to revisit again and again without reinventing the wheel.

How to Use Write the Room in Music Class: 3 Simple Approaches

1. Practicing Music “Handwriting”

If you’ve ever "fussed" about stems being on the wrong side of notes, Write the Room can help students get it right. By tracing and writing music symbols as they find them around the room, students get valuable practice with music "handwriting" that will support future composition projects. Start with single notes or symbols and progress to 4- or 8-beat rhythm or tonal patterns as students build confidence.

2. Building Music Vocabulary

Naming instruments correctly was a challenge for my students, so I introduced Write the Room to help them work with instrument names in a fun, low-pressure way. After seeing success with instruments, we expanded to music symbols and other terms, reinforcing vocabulary in a way that felt natural and engaging.

3. Assessment Options

Write the Room is also a great assessment tool. One method is to place definition cards around the room and give students a recording sheet with only the terms. Their job is to find the matching definition and copy it down, or even draw a picture of the symbol or instrument. Here are some variations we’ve tried

  

• Matching Labels and Pictures: Post labels next to instrument pictures for students to practice reading and writing each name.
• Label-Only Cards: Hang just the labels, and let students match by writing the word and drawing the instrument.
• Picture-Only Sheets: Provide students with sheets that have only pictures, and have them find the label to copy down the name.
• Focus on Instrument Families: Sometimes, we focus on one instrument family at a time—woodwinds, brass, etc.—to deepen understanding.
• Numbered Matching: Number the picture and label cards separately, hanging them around the room for students to match.
• Draw and Label by Family: Have students find an instrument from a particular family, write its name, and draw it.

Ready-to-Use Resources

Preparing all the cards and materials for a Write the Room activity can take some time. Between finding images, creating labels, and organizing everything, the prep work can add up. That’s where ready-made resources come in handy—they save time and let you focus on what matters most: teaching!

    

Feel free to check out my store for Write the Room: Instruments of the Orchestra and other print-and-go rhythm, tonal, and instrument Write the Room activities. Let the rhythm of Write the Room guide your students in engaging, hands-on learning adventures that keep the music and learning in tune!

 

Thanks for reading!

  

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