U for Ukulele - A Classroom Method for Young Children

Evaluating your progress

Parents, please read this together with your child.

 

Evaluation is based on Skills (40%), Participation (30%) and Behavior (30%). Students start the unit with perfect marks in participation and behavior. They will keep these marks by participating fully and respecting my expectations for behavior (see below). They can lose marks, however, for not participating or for poor classroom behavior. Marks for skills are earned in evaluation activities throughout the term.

Skills

It is my goal to provide opportunities for each student to discover and develop his/her own special abilities. Development in skills is monitored through observation while students are participating in musical activities. A supportive atmosphere is maintained in the classroom. It is a place where each child's abilities are valued and respected. Students are encouraged to perform in small groups or individually for their peers. (See Skills Assessment below.)

Participation

Nothing is more critical to the development of skills than active participation. Like riding a bicycle, you can't learn to do it just by watching or being told - you must do it! My aim is to encourage participation by making music exciting and enjoyable for students and by creating a supportive classroom environment.

Behavior

As a teacher, I realize my responsibility in educating the whole child, and so behavior is part of the learning spectrum. The classroom atmosphere must be carefully controlled so that no one feels threatened or intimidated and no one interferes with the ability of others to learn. While students are in the music classroom, they are expected to:

1. Stay in their seats. Music classes typically include lots of movement activities with opportunities to play games, dance, or do rhythmic actions. I don't believe in keeping students "chained to their seats", but free roaming of the classroom is not permitted.

2. Raise the hand to speak. Students are encouraged to ask and answer questions freely, but must learn to wait their turn to speak.

3. Keep hands to themselves. Students should learn to respect the idea of personal space - no unwanted touching of any kind will be permitted. This applies to other people's belongings as well as their person.

4. Follow instructions. The students are encouraged to listen, to remember, and to follow instructions for their own safety as well as for efficiency in the classroom.

5. Be kind. Students are encouraged to respect and to value each other. No 'put-downs', whether by gesture or verbal abuse will be permitted.

 

Skills Assessment:

  • Students will be expected to learn as many songs as they can from the 24 lessons.

  • For assessment purposes, each student should choose 4 songs to perform in class. Try to select songs that show how much you have learned.

  • The last 5 or 10 minutes of each class will be set aside for student performances.

  • Tell the instructor when you feel ready to perform a song in class. (Sign up on the performance sheet at the start of each class.)

What if I'm nervous?

  • Practice performing at home for your family and friends.

  • You may want to perform with a special friend or two first to get used to performing.

Ukulele Performance Rubric

Name _________________________ Date _____ Grade ____

Selection: ______________________

 

5

4

3

2

1

Rhythm

 

 

 

 

 

Notes

 

 

 

 

 

Articulation

 

 

 

 

 

Tone

 

 

 

 

 

Steady Beat

 

 

 

 

 

Posture

 

 

 

 

 

Rhythm: correct duration of sounds and rests in relation to the beat and to each other.

Notes: correct pitch and fingering.

Articulation: observation of staccato, legato, accents, dynamics, etc..

Tone:  good sound production, no buzzy notes.

Steady Beat: even, appropriate tempo (speed) throughout piece.

Posture: sitting up straight, holding the ukulele properly and using correct hand positions.

 

5 = Excellent: no errors or irregularities; continue on present course.

4 = Very Good: no more than 3 errors or minor irregularities; practice performing the song at home.

3 = Good. no more than 5 errors, but skills need refinement; pay closer attention to details while practicing.

2 = Fair: skills need significant work; more consistent practice time is needed at home.

1 = Needs Improvement: significant problems with skills; daily practice and private instruction may be a solution.

 

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© Warren Dobson 2001

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updated: 12/09/04