Reflection SCALE
Level 1: Descriptive
Student demonstrates acquisition of new content from significant learning experiences. Entry provides evidence of gaining knowledge, making sense of new experiences, or making linkages between old and new information.
Level 2: Empathic
Student demonstrates thoughts about or challenges to practices, playing habits, music observations or behaviors. Entries provide examples of self awareness and self-development of musical practices or habits.
Level 3: Analytic
Student demonstrates the application of learning to a broader context of music making. Entry provides evidence of student’s use of practice habits, observations, and abilities to appraise, compare, contrast, plan for new actions or response, or propose remedies to use in and outside structured learning experiences.
Level 4: Metacognitive
Student demonstrates examination of the entire learning process, showing what learning occurred, how learning occurred, and how newly acquired knowledge or learning altered existing knowledge. Student uses rich musical vocabulary to describe the performance and correctly identify, examine, and evaluate future areas of learning.
Reflection SCALE
Level 1: Descriptive (identifies a strength)
“One strength in my playing today was my tone. I have been doing lip slurs, and I think this is helping.”
“I articulated well today. I have been working on this at home”
Level 2: Empathic (Identifies and provides context for the strength)
“One strength I have in my playing right now is my tone on the high notes in “Joy”. I think this is improving because of my work with lip slurs.”
Level 3: Analytic (provides context for the strength AND sees into the future)
“Today, I played the legato section of “Joy” well - possibly because I have been working on my tone in all registers through lip slurs. I will continue to do this so I can improve my slurs in “Ancient Voices”
Level 4: Metacognitive (provides context for the strength, points to another application, AND identifies how the learning will continue to be altered)
“One strength in my playing today was my tone, particularly in the upper registers of the ‘Star Spangled Banner.’ I have been doing lip slurs in my home practice to improve this, and I see it helping me in ‘Ancient Voices’ as well. I am going expand these exercises so I can play comfortably above the staff.”