T.E.A.R. - Teacher Effectiveness Assessment Rubric #1 Date: 10/23/23 Ensemble & Repertoire: VMRC Generations Choir / “Angels We Have Heard on High” Directions: Whether you are observing yourself or another teacher, please fill in both the (Part I) cognitively-focused Behavioral Rubric, as well as the affectively-focused (Part II) Comments & Reflection Section.
COLOR CODING: GREEN = GREAT; BLUE = NEXT STEPS; GRAY = AVOID
6. Statements of Goals, Rehearsal Threads, and Learning Strategies:
The lesson begins with a statement of goals (what music is to be rehearsed, including measure numbers) what rehearsals threads will be i roughly stated what we would be doing, but could have the focus of the rehearsal, and what learning strategies will be employed 2 more of an intentional theme/rehearsal thread in order to work the rehearsal threads and accomplish the goals (vowel singing, solfege, in what keys, counting, count-singing, looping, etc.) This information is on the board or has a visual component. 6A. Statements of Goals, Rehearsal Threads, and Learning Strategies: Kodály Integrations: above^ ^^^
7. Use of models: Vocal, aural, kinesthetic, visual:
Teacher demonstrates appropriate use of aural, kinesthetic and visual modeling to communicate musical concepts and performance style. 5 yes!
7A. Use of models: Vocal, aural, kinesthetic, visual:
Teacher develops the fundamentals of breathing and vocal production though appropriate use of pedagogical explanations as well as watching 4 listened well to their sound for/listening for tension and pressure. 10. Tonal Development: Teacher develops the tone of the choir on a continual basis throughout rehearsals through attention to bodywork, vowels, placement blend, and listening for inappropriate vocal sounds or production habits (tension, pushing, using the speaking voice, yelling, incorrect belting technique).