Overview

I noticed that some of my sopranos and altos were achieving a higher level of musicality than
the rest of the class and saw the need for an extension of our learning for these girls. I took time
in one lesson to allow baritones to get more individual work on their pieces and gave a lesson
on creating harmony to the sopranos and altos. We walked through writing a harmony line
together on the board.

I gave altos and sopranos a self-assessment before our lesson to see how comfortable they felt
writing a harmony line for a given melody. I gave them the same self-assessment after our
lesson to document their growth.

Here is a copy of the assessment:

One of my students does not speak English, so I also created a Spanish version. Here is a copy
of the Spanish version:
After collecting the post-assessment sheets, I gathered the data to view areas of growth.

The first two graphs show the score breakdowns for the pre- and post-assessments:
I compiled the total score (out of 15 points) for each student and compared the pre- and
post-assessment scores below:

Discussion

The difference between pre- and post-assessment scores was not as noticeable as I had hoped.
One student, ES, showed no confidence in creating a harmony before or after the lesson. I
believe this abnormality was caused by the fact that the lesson was delivered in English (albeit
through a translation app).

If I were to teach this lesson again, I would allow multiple class periods to enable content
mastery.