Florida School Music Association

Hinckley Center for Fine Arts Education
402 Office Plaza
Tallahassee, FL 32301-2757

Phone: 800.301.3632
Fax: 850.942.1793
www.flmusiced.org

Administrator Check List for Music Observations

This list is meant to be supplemental to district evaluation instruments, and is not meant to be all-inclusive. We have attempted to give specific items to be observed in most music classes.

**Planning and Preparation Indicators**
______	The teacher has lesson plans, and the plan indicates titles of music to be covered, specific musical sections to be addressed in class, and a method of assessment indicated.
______	The objectives of the lesson are based on the standards and benchmarks outlined in the Curriculum Frameworks for the Arts.
______	The plan of the lesson is followed and accomplishes most of what is planned.

**Knowledge of Subject Matter Indicators**
______	(Instrumental) The teacher can address fingerings (and bowings) without using reference materials most of the time.
______	(Vocal) The teacher uses a regular system of sightreading, such as scale numbers, letters, or solfege.
______	The teacher uses a consistent method of counting rhythms, with effective syllables.
______	The teacher can explain the meaning of musical terms.
______	The teacher can address problems of tuning (matching pitches between players/singers)
______	The teacher can explain methods of improving tone quality, breath control, balance/blend within the group.

**Classroom Management Indicators**
______	Effective procedures concerning use of instruments/music folders/equipment are visible.
______	Students demonstrate knowledge and understanding of those procedures in getting instruments/music/equipment out (or putting away) and being seated, ready to play or sing.
______	All students are engaged in the rehearsal, even when there are brief stops for corrections/re-evaluation for individuals or small groups.
______	Organizational tasks of finding equipment, reeds, music stands do not detract from the instructional activities.
______	Vocal teachers are aware of proper climate in the room for good vocal health.

**Techniques of Instruction Indicators**
______	Technical exercises for development are included in the lesson (ie: warm-ups, breathing, ear-training) and do not exceed an appropriate amount of time in the lesson.
______	Explanations of the teacher are clear and concise, so that as the group is stopped a correction or evaluation is given, and the rehearsal resumes.
______	The teacher is familiar with the musical score of the selection being taught, and his/her eyes are on the class the majority of the time.
______	If the same musical correction is needed more than once, the teacher varies the explanation using different words and concepts.
______	The teacher can identify musical mistakes easily and quickly, and give feedback/correction as necessary.
______	The teacher responds to the sounds of the ensemble and adjusts the instruction plan to address bad sounds, wrong notes, faulty tuning or balance immediately - working with both the “ensemble” as well as individuals.
______	The musical literature selected is appropriate for the level of skill of the players.

**Student-Teacher Interaction Indicators**
______	Students respond readily to teacher instructions. The ensemble starts and stops as indicated by the teacher without delays.
______	Students demonstrate good posture (sitting or standing up straight with good posture for breathing) and demonstrate proper hand positions on instruments.

**Assessment Techniques Indicators**
______	The teacher makes informal assessments of the students’ work, by asking for individual or small groups to perform small passages (2-8 measures).
______	The teacher makes formal assessments of students’ work in sectional tests (quizzes), homework assignments, weekly exams, etc.
______	The teacher includes the performance as a portion of the grade when appropriate in performance based classes (band, chorus, orchestra), using participation/performance at concerts as an indicator.

**In General**
______	The sound of the musical is pleasant, even though groups vary in maturity.
______	The various groups/sections should be playing/singing together rhythmically most of the time
______	Musical phrasing (inflection of musical line) should be addressed in conjunction with technical/mechanical aspects of instruction.
______	Class lessons are more than “run-throughs” of previously taught musical selections.