FINE ARTS ORGANIZATION/COLLABORATIVE PROGRAM ASSESSMENT
(Based upon Des Lee Fne Arts Core Values)
Lesson plan/Curriculum
⦁ Objectives and activities are appropriate for the intended grade level and honor NCAS standards.
⦁ Objectives that incorporate observable behaviors are stated clearly. “Essential Questions (EQs) and/or “Essential Understandings” (EUs) are encouraged.
⦁ Lessons promote active learning/responding.
⦁ The lesson includes an appropriate motivating experience. Pre-experience materials are encouraged.
⦁ Activity leads to the achievement of the objectives.
⦁ An appropriate culminating experience (check for understanding) is included.
⦁ Assessments align with shared Collaborative measurements (i.e. “EQUIP”, as described in Collaborative core values)
Instructional materials
⦁ High quality and appropriate music/visual art is used.
⦁ Effective supporting teaching materials/aids are used.
⦁ Lesson is within a musical/artistic context.
Sequencing and pacing
⦁ The lesson is effectively sequenced.
⦁ Time is allotted for different activities.
⦁ The lesson is kept moving.
Musicianship/Artistic understanding of the presenter(s)
⦁ Accurate understanding of musical /artistic concepts are presented.
⦁ Effective modeling of musical/artistic concepts are presented.
Presenter/Performer Explanations
⦁ Provides clear explanations.
⦁ Asks good quality questions.
⦁ Gives clear directions for student responses.
Personal Characteristics of the Presenter/Performer
⦁ Presented with poise and confidence.
⦁ Maintains eye contact.
⦁ Shows enthusiasm while presenting.
⦁ Uses varied inflections and appropriate rate of speech.
⦁ Speaks clearly and understandably.
⦁ Uses standard language (typically English)
Artistic merit
⦁ The presentation has elements of beauty (e.g. repeating shapes, patterns, imagery; tone and colors enhance or complement one another; the work has flow and/or movement)
⦁ The presentation shows developmentally appropriate skill and technique.
⦁ The presentation has inherent meaning.
⦁ There is fulfilled intent. (i.e. what is the musician/artist trying to say?)
Underserved populations
⦁ Students from Title I school districts (i.e. qualify for free and reduced meals) are served.
⦁ Number of students (along with grade levels) in attendance is provided.
⦁ School names and districts are provided.
Integrated and collaborative
⦁ Costs are shared.
⦁ Facilities are shared.
⦁ Personnel are shared.
⦁ Support for publicity, logistics, acknowledgements, etc., are shared.
⦁ Integration of activities with UMSL undergraduate and graduate students (e.g. internships), music and other fine arts faculty and with other E. Desmond Lee endowed professors is encouraged.
Community building potential
⦁ Students/individuals from varying geographic locations (including online community potentials) are included.
⦁ Students/individuals from varying socio-economic backgrounds are included, while underserved populations are always given priority.
⦁ Collaborative intra-community building is considered, i.e. fine arts organizations with other fine arts organizations, school district collaborations, and collaborations with other community organizations and schools.
