Category Archives: Assessment

Skip, Step, and Repeat with Candy Corn

The website has a downloadable worksheet that I’ve posted below.

Music Note Skip, Step and Repeat Candy Corn worksheet

While this uses skip, step, and repeat on candy corn, I might use this differently and extend it into another lesson using recorders.

  • I would put different examples of skip, step, and repeated notes on the board, all independently of each other.
  • Then, assign three neighbor pitches for the notes (BAG, etc…).
  • Allow the students to perform each candy corn on their recorder.
  • Allow the students to put the candy in a different orders and have other students listen guess which order they put the candy in.
  • You could always add a drone or other instrument accompaniment to fill this out.
  • At the end of all the playing around with the corn, I would pass out the worksheets and allow the students to complete the worksheet as written (for those of you who need written samples of student work to include in portfolios).

How would you use this in your classroom? Have you used something like this before? I think you could do this at any time of year and use different shapes or icons.


Recorder Fingering Worksheet

Here’s a great recorder worksheet that I found on pinterest. You can get it by clicking here: The site has other recorder resources too!

Blank Recorder fingering chart worksheet

Do you use something similar? Do you think this is a good way to assess students?

Assessment with a Line-up Song!

If you head over to you can see this great Line-up song!

Line-Up Song

Mrs. Dennis (the author of the blog) teaches you how to use this song in your classroom to assess tempo, dynamics, melody, harmony, timbre, and rhythm!

Do you have a song like this? Have you used other line-up songs to assess musical skills?

Depth of Knowledge in the Orff Classroom


Many of you have been asked to refer to the Depth of Knowledge Chart as you plan for you instruction and assessments. You can find the chart by clicking here:

Essentially, there are 4 levels of depth when it comes to knowledge. As the level gets higher, the depth gets deeper.

The levels summarized:

Level 1 (recall) is easy and focuses on recall, sequence of events, labeling, following directions, and describing features

Level 2 (skill/concept) gets a little more in-depth with identifying major events, using context clues, solving multiple step problems, and organizing data.

Level 3 (Strategic Thinking) is higher level thinking as students must support their ideas with details and examples, identify questions, applying concepts, and revising.

Level 4 (Extended Thinking) deals with designing, creating, synthesising, analyzing, and connecting.

As this applies to music, we need to make sure that we’re asking the students to perform in those level 3 and level 4 areas as opposed to simply level 1.

Your level 1 music experiences are identifying notes on a staff, recalling facts about composers, and worksheets with vocabulary.  While some of that is fine and necessary, think about changing your instruction to make the students work to discover the content.

You can teach the notes on the staff at level 1 by telling the students to memorize the popular pneumonic device Every Good Boy Does Fine, FACE. That requires absolutely no higher level thinking for students. It’s strict memorization.


Let’s say you are teaching recorder (or bells, or voice) and you have taught the note A. You can say something like this, “This is the note, it’s called A.  When a composer wants you to make this sound, they put the note in this space.”

“Now, I’m going to play another note.  I want you to listen to see if this note sounds higher or lower. (students answer). That’s correct, it’s higher.  If this note is higher, and the composer wants you to play this note, where do you think it belongs?”

“Great, now let’s make up a melody using A and B on our recorders, we are going to allow the song to be 4 measures long and 2 notes can fit in a measure. Who would like to tell us which note to start on? (create the rest of the pattern).” Don’t worry about the other notes on the staff, they aren’t important at this time. They aren’t relevent until the students need them to create!

That line of questioning and creating gives the students ownership of their learning, keeps them engaged, and allows them the opportunity to THINK in those  deeper levels of knowledge.  You then have the added bonus of being a team player at your school because you are asking the students to operate at a high level like the rest of the staff.

Thoughts? Do you use the DOK chart in your school? What are ways that you teach popular concepts in the higher level range as opposed to the lower level range?

‘Round in a Circle

Here is a big “Thank You” to our secretary, Barbara, for sharing this name game with us.  She shared this at our last workshop. 

‘Round in a Circle – Share the Music K  (Chant)

Let’s go ‘round in a circle,

Let’s go ‘round in a game,

When I get to you,

Please say your name.

My name is _______. (each student)  Her/His name is _________. (Group)  After 4 names resay the chant.

Extension 1.  Singing on l, s, m

Let’s go ‘round in a circle, (s, s, m, l, l, s, m)  or any other melody you want.

Let’s go ‘round in a game,

When I get to you,

Please SING your name.

My name is _______. (each student)  (s, m, l, s, m)

Extension 1.  Jazz Singing – Encourage improvisation on their names… use minor thirds or chords or blues scale.


Extension 2.  Classical Singing

For ex.  “A la Hadyn”

Let’s go ‘round in a circle, now (d, d, m, m, s, s, m)

Let’s go ‘round in a game, (f, f, r, r, t, t, s)

When I get to you, (d, d, m, m, s, m)

Please say your name. (d1, f*, f*, s)

My name is _______. (each student)  (d, m, m, s, m)

Her/His name is _________. (Group)  (f, r, r, t, t, s)

“A la Mozart” or “A la Beethoven” have students choose their favorite song and create one together


5th Symphony:  SING ME YOUR NAME, SING ME YOUR NAME.  My name is _____. (3 students say names)