Performing Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student Learning

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[ This lesson set focused on students being able to break down and read rhythms in compound
time signatures, learn to listen in a different way, and connect historical and cultural content to
the music. This covers multiple standards: generate and conceptualize artistic ideas and work,
refine and complete artistic work, perceive and analyze artistic work, and apply criteria to
evaluate artistic work. ]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Task 3, Part D.
[ When asked to describe one difference between compound and simple meter, 73% of the
students answered correctly. The piece that is highlighted in this lesson segment is in
compound meter, and we discussed this on the first day of the segment. 82% of students
answered how many beats a quarter note gets in 12/8 time correctly. 91% of students answered
correctly when this question was asked about an eighth note. Many students struggled
answering the question of breaking down sixteenth note triplets in compound meter. We
covered this topic in the woodwinds, as they have this rhythm very often throughout the piece.
My wording could have been unclear, because they were all able to perform this in the recorded
videos. 100% of students were able at some level to define and describe subdivision in the
written assessment. This is a big improvement from where we started in the first lesson, but
some could still use some clarification on simplified definition that can be recalled easier. ]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to creating, performing, or responding to music/dance/theater
by applying

artistic skills (e.g., self-expression, creativity, exploration/improvisation)

knowledge (e.g., tools/instruments, technical proficiencies, processes, elements,

organizational principles)

contextual understandings (e.g., social, cultural, historical, global, personal reflection)

Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, weaknesses, confusions, need for greater challenge).
[ Most students were all able to identify the note values in compound meter after the conclusion
of this lesson, which reflects their knowledge of the meter and how it breaks down. However, in
a performing ensemble a teacher would like to see 100% for questions (referring to 1b) rather
than the 73%-90%. For ultimate clarity in performance, each student would be able to read and
perform rhythms in any time signature. The three focus students were able to define
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
1 of 3 | 10 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

Performing Arts
Task 3: Assessment Commentary

subdivision while others struggled finding a definition. Nearly all students could explain why it
was useful, so it shows the need for further instruction to share the definition again. These
students came a long way in a short amount of time, so they would benefit from continued
instruction in rhythmic literacy. ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students?

Written directly on work samples or in a separate document;

b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[ The three focus students were able to identify the note values in compound meter, but not all
could draw connections to the act of subdividing. Students were unanimously more curious
about how to connect the music to the cultural influence. ]
c. How will you support students to apply the feedback to guide improvement, either within
the learning segment or at a later time?
[ I will support the students by not only defining subdivision consistently, but by leading an
example of what it means to subdivide. We will also go through the entire piece and decide how
to employ different compositional techniques to be more accurate with performance
interpretation. ]
3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Task 2 and provide time-stamp references for language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be
footage of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the clips (using timestamp references) and/or student work samples as evidence. Evidence from the clips may
focus on one or more students.
a.
Explain and provide evidence for the extent to which your students were able to
use or struggled to use language (selected function, vocabulary, and additional identified
demands from Task 1) to develop content understandings?
[ The students were able to subdivide, but were unable to put in to words what they were doing.
After instruction and written examples, the students were able to chh-ing the rhythm. The
scaffolding process of the students chh-ing while the teacher sang before the students sang
while the teacher chh-ed helped enforce Vygotsky's theory of scaffolding. Then, the teacher
asked the students to identify the definition of the term subdivision, and they were unable to do
so. However, when they were given the definition of the term, they were able to identify the
appropriate vocabulary term of subdivision. This helped the teacher identify the appropriate
next step for teaching the students vocabulary understanding.]
4. Using Assessment to Inform Instruction
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
2 of 3 | 10 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

Performing Arts
Task 3: Assessment Commentary

a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction

for the whole class

for the 3 focus students and other individuals/groups with specific needs

Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[ One student in this class has an IEP, but music is her strongest talent. She requires no
supplementary instruction to perform at a proficient level. There is also an English language
learner in this class, a foreign exchange student from Italy. However, her English is very strong
and many of the terms we discussed in class are in music universally throughout the world
(piano, forte, crescendo). Based on the results of the testing, I would have two separate lesson
plans. I would first focus on the subdivision in compound meter and encourage a stronger
performance from the whole group. After we had a stronger grasp on the music, we could have
an entire rehearsal to focus on the program notes and make our own connections with the
music and composer's intent. Giving visual words, (i.e. gathering sticks, fire starting, big flames
of fire) on different sections may help the students play their parts in a different way. The
technical facility is already present, so adding in more abstract concepts will be more
attainable.]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[ These next suggested steps follow from the analysis of student learning in a few ways. I was
able to analyze the skill of the students and their comprehension of the assigned language
usage and concept. This means, I was able to identify that the students were able to subdivide
and understand what they were doing, but they were unable to put it into words. My next steps
as suggested in Section A are based on this knowledge and finding. I recommended creating
two separate lesson plans for the students. This would help them identify and understand the
concept of subdivision and what it means. The students would be able to analyze, describe,
perform, and discuss subdivision because of these smaller lessons. Then, after this
strengthening exercise, I would be able to proceed into the larger lesson plan that would include
all students at all learning levels. This idea/plan is supported by Vygotsky's theory of scaffolding.
The students would have a more grounded concept of subdivision before proceeding into more
complex learning and discussion. The other concept I suggested (creating visual words/images
to enhance performance) is also a great next step for the students. They would be able to apply
their knowledge of visions/acts and apply them to their playing. This ties into Visual Learning
Theory, where students can learn better based on work with visual aids. ]

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 10 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.