Suzanne Schons is Assistant Professor of Music at the Crane School of Music, SUNY Potsdam, where she coordinates the Piano Pedagogy and Class Piano programs.Ê She is an active researcher and clinician in piano pedagogy, and has recently presented at the national convention of the Music Educators National Conference (MENC), the Julia Crane International Piano Competition, and the University of Oklahoma Seminar for Piano Teachers.Ê She has upcoming presentations at the 2005 national convention of Music Teachers National Association (MTNA), and a research publication forthcoming in the journal Contributions to Music Education.Ê Ms. Schons holds degrees in Piano Performance and Piano Pedagogy, and is currently a Ph.D. candidate at the University of Oklahoma in Music Education with a Piano Pedagogy emphasis.
Suzanne Schons
Crane School of Music
SUNY Potsdam
Potsdam, NY 13676
315.267.3230
schonssm@potsdam.edu
Three panelists, Mary Tollefson, Susanna Garcia, and Cynthia Benson, shared their assessment tools in this session, offered useful teaching tips, and discussed important philosophical aspects of teaching group piano. All are established group piano teachers who have developed effective tools for maintaining objectivity and consistency in group piano assessment.
Mary Tollefson
The primary feature of Tollefson's assessment method is the use of specific checklists for each item to be tested. For each testing item, the checklist includes a list of features that should be present in student performances. The instructor then indicates whether the required elements were present by circling "Y" or "N" (YES or NO). Tollefson illustrated the checklist method with several examples, including one for folk song performances. Students in one of her keyboard classes must do two folk song performances per semester, in which they play a chordal accompaniment while leading the class in singing. For the first performance, the following features must be present:
Folk Song Performance #1
Y N Announce song to class
Y N Play correct starting pitch for singing
Y N Have class sing starting pitch on "loo"
Y N Smile
Y N Begin playing at appropriate tempo
Y N Play correct chords
Y N Change chords at appropriate times
Y N Keep going (no pauses)
Y N Continue playing at a steady tempo
For the second folk song performance, all of the items included in the first checklist appear again, but the following are also added:
Folk Song Performance #2
Y N Play in appropriate style
Y N Play correct rhythms
Y N Play appropriate introduction
Tollefson awards one point for each "Yes" on the list. Students end up with about 100 possible points by the end of the semester. The checklist method fosters objectivity and consistency on the part of the instructor, and also provides students with concrete objectives to work for in each activity.
An interesting assignment included in Tollefson's second semester keyboard class is to have students record several pieces to disc on a Roland MT-300. Those pieces have their own evaluation checklists, which include basic items such as rhythms, notes, etc., as well as recording to a pre-assigned metronome marking. Tollefson noted that in addition to providing more keyboard playing experience, using the MT-300 helps students learn to use technology.
Susanna Garcia
Garcia explained that consistency is a critical issue in the class piano program at her school because it is a large program, with a mix of instructors that includes both faculty and graduate teaching assistants. Differences among instructors can vary widely, including issues such as philosophical ideas regarding the purpose of keyboard classes, what is taught, what is tested, how tests are evaluated and weighted, how to evaluate slower students, what kind of feedback to provide, etc. Garcia has dealt with consistency by providing graduate assistants with a detailed course outline that includes what to teach, what steps to take, what to assign, what to test, and what grading criteria to use. Grading is based on a point system, so that teachers and students know what to listen for. The grading criteria are posted on Blackboard for students.
Each area to be tested is worth a certain number of points (i.e. Keyboard Theory, Technique, etc.) Each area is then broken down into components, each worth a certain number of points (i.e. Notes, Continuity, Rhythms, etc.). A guide is also created for interpretation of points. For example, on a 0-4 point scale, 4=Superior, 3=Excellent, 2=Good, 1=Fair, 0=No Credit. A reporting document is created for each student and updated throughout the semester. The document includes test name/number, test area, grade, comments, and total grade. Current and past tests are included on the document so that students can see all their scores for the semester.
Garcia noted that using a point system removes the emotional component from grading. It helps teachers be objective and consistent, and also helps students learn by providing them with specific feedback.
Cynthia Benson
Benson's discussion centered around her use of an e-portfolio as an alternative to the traditional piano proficiency. She began by explaining why using an e-portfolio was conducive to achieving her goals as a class piano instructor. These goals include the following: create independent learners, have students learn the value of the skills developed and form links to contexts beyond the classroom, have students be involved in the learning process, motivate students to continue using the skills learned, and have them experience successful music making. The e-portfolio supports her philosophy by prompting students to take part in setting their own goals, evaluating themselves, documenting their progress, and linking the skills to other contexts.
Creation of the e-portfolio includes several steps:
Students must also keep a practice log, and set goals for their next performance. At the end of the semester, students compile a final e-portfolio that includes all performances, self-evaluations, and practice logs.
Benson warned that using an e-portfolio requires organization and involves a considerable amount of paperwork. However, she noted that this system fosters objectivity by allowing student and teacher to work together in evaluating performances and setting goals. It also helps students prioritize listening skills and improvement over receiving a certain grade.
Although each panelist took a different approach to addressing objectivity and consistency, it is clear that all three systems are effective for achieving those goals. What is also apparent is that each panelist devised an evaluation system that fosters student learning and growth. Each method of assessment provides specific feedback for students and provides clear criteria for improving on each task.
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