Erin Dixon 
dixon2en@dukes.jmu.edu 
Block 2 Placement 
Elementary School 

Impact on Student Learning  

10​th​ April 2020 

PURPOSE 
The purpose of this project was to implement a unit that introduced, developed, and 
strengthened student understanding and application of audiation. Unfortunately, the COVID-19 
pandemic prohibited the actual implementation of this experience. Instead student teachers 
were asked to plan the pre and post-assessment portions of the experience if it were to take 
place. Though I only had one week with the students, my cooperating teacher and I had planned 
for me to work on the following objectives with fourth grade students towards the end of my 
second placement.   

UNIT OBJECTIVES 
4.1 The student will read and notate music, including 1. reading melodies based on a hexatonic 
scale; 2. using traditional notation to write melodies containing stepwise motion; 3. reading 
two-note accompaniment patterns (bordun); 4. reading and notating rhythmic patterns that 
include ​dotted quarter note followed by an eighth note​; 5. using a system to sight-read melodic 
and rhythmic patterns. 

● I can sight-read a two-bar rhythmic phrase that includes at least one dotted quarter note 
followed by an eighth note on syllables within the rhythmic system I am already familiar 
with (ta ti). 
○ Forward: I can sight-read a four-bar rhythmic phrase that includes at least two 
dotted quarter note followed by an eighth note patterns on syllables within the 
rhythmic system I am already familiar with. 
○ Back: I can sight-read a one-bar rhythmic phrase that includes the one dotted 
quarter note followed by an eighth note pattern on syllables within the rhythmic 
system I am already familiar with OR on numbers, neutral syllables, or whichever 
system works best for me. 

 
 
 

4.4 The student will ​perform rhythmic patterns​ that include dotted quarter note followed by an 
eighth note. 

● I can perform multiple rhythmic patterns (specifically dotted quarter note followed by an 
eight note) on at least three Orff instruments within the class’ performance of an adapted 
arrangement of ​Day-O​ (banana boat song). 
○ Forward: I can perform multiple rhythmic patterns (specifically dotted quarter note 
followed by an eight note) on at least six Orff instruments within the class’ 
performance of an adapted arrangement of ​Day-O. 
○ Back: I can perform multiple rhythmic patterns (specifically dotted quarter note 
followed by an eight note) on at least one Orff instrument within the class’ 
performance of an adapted arrangement of ​Day-O​. 

4.6 The student will create music by 1. improvising melodies and rhythms, using a variety of 
sound sources; 2. ​composing short melodic and rhythmic phrases​ within specified guidelines; 
and 3. using contemporary media and technology 

● I can notate a two-bar rhythmic phrase that contains at least one dotted quarter followed 
by an eighth note pattern using the Flat app. 
○ Forward: I can notate a four-bar rhythmic phrase that contains at least two dotted 
quarter followed by an eighth note pattern using the Flat app. 
○ Back: I can notate a one-bar rhythmic phrase that contains at least one dotted 
quarter followed by an eighth note pattern using the Flat app. 

PRE-ASSESSMENT 

Overview: 
The assessment process for this project includes both a paper assessment to be taken by each 
student and an observation stemming from classroom engagement. In regards to the classroom 
observation portion, instruction will begin with students sitting in a circle. In a positive and 
energetic environment, students will begin sharing improvisations that include only quarter notes 
and eight notes over a steady beat or instrumental song. After a few rotations of this exciting 
experience, students will be asked to incorporate the dotted quarter eighth note pattern. As 
students go around the circle sharing the creations, I’ll be able to record and assess their current 
understanding of improvising the pattern on a sheet of paper. Though the objectives will not 
directly be included in the assessment process, they would instead be implemented throughout 
the lesson within the unit. The paper portion of the pre-assessment process is as followed: 

 
 
 

 
 
 

POST-ASSESSMENT 

Overview: 
Students engaged in the same forms of assessment they originally engaged with before the unit 
took place. In addition, the student’s original compositions and performances of the Orff 
arrangement of ​Day-O​ would also be included to gather data surrounding student learning and 
comprehension. The paper form of post-assessment also includes the following questions for 
additional feedback: