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Classical Versus Romantic Era Music Listening Quiz: Analysis of ResultsPercentage of students falling into each score range for the below topics:<24% correct25-49% correct50-74% correct75-89% correct90-99% correct100% correctIdentifying the musical era:31%23%46% Nearly half of students correctly identified the musical period of all three excerpts. Almost all students correctly identified Beethoven’s Symphony No. 5, Movement 3 as a Romantic era work. However, many students incorrectly identified either Beethoven’s Symphony No. 6, Movement 2 or Haydn’s Symphony No. 94, Movement 4. Identifying supporting characteristics:15%38%8%8%31%Of the four students who correctly listed the required number of musical elements to support their choice of musical period, two were the class’s most advanced musicians. One was an typically-performing student, and the fourth was an underperforming music student who is advanced academically. These students included musical elements that we had discussed throughout the unit as being associated with either the Classical or Romantic periods. Interestingly, on two of the three question about musical period, the two highest-performing players in the class both listed elements that clearly supported their choice of musical period, yet did not explicitly write the period in which the excerpt was written. No one else in the class failed to list the musical period while still including the supporting evidence for the choice of this period. However, the fact that these two students didn’t list the period must be related to how I phrased the question; I did directly ask the student to decide in which musical period the piece was composed, but I didn’t provide a numbered space on which to write the answer. I assumed that students would answer this first part of the question and then list their supporting details on the numbered lines, as the rest of the class had done. However, I will in the future be clearer about how students should write their answers. There were two common patterns and a third less pervasive pattern for students who did not identify appropriate musical elements to support their assertions about the musical period in which the piece was composed:(1) Students who listed elements that corresponded with the incorrect musical period. While these students did align their supporting details with their assertion about the musical period, these supporting details were not grounded in the listening excerpt. Both the musical period and supporting materials were incorrect, although aligned.(2) Students who listed elements that were grounded in the listening excerpt, but that were not actually stylistic characteristics of the musical period they identified for the excerpt. (3) Students who listed musical elements that would not be helpful in determining the musical period. For example, one student listed intonation as supporting her assertion that the excerpt was a Classical work. Identifying featured instruments: 15%8%15%8%54%The higher-performing and most of the typical players correctly identified the featured instruments. Three students identified multiple instruments that were playing rather than only identifying the instruments “featured with the melody,” as the question stated. Describing bow stroke and dynamics:8%15%77%Only three students failed to correctly identify the bow stroke used for the fast passages in the Classical selection as spiccato. Two of these students were underperforming music students and one was an average-performing player. Almost all of the students sufficiently described the dynamics employed in the excerpts. Describing story, scene, or mood:100%All students used their imaginations to determine and describe a scene associated with the music. Some students included more detail than others. Interestingly, the amount of detail was not directly correlated with the overall performance-level of the student. One of the two highest-performing players simply listed “birds, field, meadow.” The student who wrote the most detailed answer was an underperforming music student who is academically gifted. Identifying musical elements to support chosen scene:17%83%Most students provided fairly specific observations about the music to support their choice of extra-musical story, scene, or mood associated with the work. The students who struggled with this were a higher-performing music student and a lower-performing music student. Both individuals referred again to their story, scene, or mood listed previously rather than adding supporting details taken from their listening. Supporting musical preferences:46%8%46%The highest-performing music students wrote specific observations regarding what they liked or disliked about the music. One of the students in the mid- to higher-performing category wrote a specific observation but did not state whether this was a positive or negative for him. Another student in this category wrote an observation that was very vague. Nearly half of the students didn’t answer this question. They may have simply run out of time since it was the last question on the quiz. ................
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