Module 7 - Behavioral Objectives

1.  Given two aural examples, one with a steady beat and one without, the student indicates which example has the steady beat.

This objective can be assessed in a behavioral way by the student hearing both examples, and dictating which example has the steady beat.  It can be as simple as the student completing an exit slip during the last two minutes of class.

2.  Given two aural examples, one containing first seven notes of the diatonic scale, the other containing all eight notes, the student indicates the eight note scale as having a greater sense of finality.

This objective can be assessed in a behavioral way by the student listening to both examples.  The student will then need to explain whether the seven note or eight note scale seemed to end.  They will need to complete this in a few sentences on a sheet of paper.  This could also be done as a class discussion so that all students can understand why the eight note scale has a greater sense of finality.

3.  Given a list of period characteristics including at least four of the Classical period, the student indicates two of the four as describing the Classical period.

This objective can be assessed in a behavioral way by the student looking at the characteristics listed.  The student will write a 3-5 sentence paragraph summarizing the Classical period and include at least two characteristics from the list in the description.

4.  Given a performance of a familiar melody, the student improvises a rhythm accompaniment to it, maintaining the meter and tempo, but creating a rhythm pattern different from the melodic rhythm.

This objective can be assessed in a behavioral way by the student using technology.  A familiar melody will be loaded into SmartMusic and students will record themselves performing a variation on the melody.  This recording will then be sent to the teacher for assessment.