DFSSM Learning Outcomes Network Assessment

Overview

There are 2 sections in this form:
Section 1 (the current section) is to identify the evaluation particulars.
Section 2 is for developmental ratings on the 9 dimensions defined by the SSM faculty.

Be sure to click the [Done] button at the end to store the data. Reports will be provided by the Office of Institutional Research and Assessment.

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* Your Name

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* Student's Name

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* Student's Year

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* Student's Main Program

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* Term

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* Course Number

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* Course Title

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* Section 2. SSM Developmental Ratings

Click one dot for each dimension that most resembles the performance in the student project. The fit may not be perfect, but pick the closest that applies. Please use the text field(s) at the end to suggest improvements to the form.

The description for each level of each dimension were the most general from the detailed abstracts based on 3 interviews. Together the rating form depicts a collective theory of the development of Cantorial expertise. The descriptions should not be treated as positivistic or legal definitions.

Interpret each dimension broadly (e.g., a project with class presentation or a d'var Torah involves teaching). Other descriptions for each level of each dimension are included in the 100-word abstracts. If these would help to clarify the developmental levels in a dimension, the full abstracts can be obtained clicking on the link below:
http://www.huc.edu/ckimages/files/Wiki/Cantorial%20Rubrics%20Descriptions.pdf

The Dimensions are
(1) Musical Concepts & Skills,
(2) Hebrew,
(3) Jewish Commitment,
(4) Liturgical Knowledge,
(5) Voice,
(6) Research,
(7) Character,
(8) Performance Authenticity,
(9) Teach and Counsel.

The levels are
Beginning: showed commitment requiring a few minutes to try the dimension,
Easy: showed commitment requiring a few months to learn about the dimension,
Practical: showed commitment requiring a few years to earn a living using the dimension,
Inspiring: showed commitment requiring many years to contribute to knowledge using the dimension.

Three paragraph items are available at the end of the form for you to describe key aspects of the student’s performance that are missing from the 9 dimensions. Raters need to consider both the level that best describes the current performance and the level just above it that the student might think about for the next assignment. The check should be on the level of current performance.

If this is the first student you are rating this term for this course, please enter the capstone assignment or the learning outcomes for the course.

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* (1) Musical Concepts & Skills

Not applicable

Beginning - Pass muscianship test, read notes well but lack theory.

Easy - Sight read with some difficulties; use appropriate volume and wamth; and analyze chord progressions.

Practical - Read fluently, hearing all harmonic implications of melodies, and accompnay simple music with guitar and piano.

Inspiring - Choose and conduct liturgically moving music using own pieces and arrangements and responding to congregational demands.

Comments on Improving the "General Musical Skills" Dimension

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* (2) Hebrew

Not applicable

Beginning - Pass the Hebrew exam, but the importance of certain words isn't understood and some words aren't correctly accented.

Easy - Read and understand both simple classical text and modern Hebrew. Know the key words of common songs.

Practical - Use Hebrew comfortably with classical texts and clearly articulate the Hebrew.

Inspiring - Sing with full awareness of liturgical content, independent of sheet music. Teach basic Hebrew.

Comments on Improving the "Hebrew" Dimension

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* (3) Jewish Commitment

Not applicable

Beginning - Identify selves as Jewish and drawn to Jewish music, but lack Jewish consciousness.

Easy - Diligently immerse selves in Jewish life and study Biblical Hebrew.

Practical - Habitually commited to Jewish life, Tikkun Olam, ritual participation, and the chain of tradition.

Inspiring - Experience how their Jewish commitment enhances their own and other people's growth.

Comments on Improving the "Jewish Commitment" Dimension

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* (4) Liturgical Knowledge

Not applicable

Beginning - Recognize basic prayers, their place in the liturgy, and word structures but disconnected from the music.

Easy - Demonstrate genuine expression, connecting the music, liturgy, and service flow and structure.

Practical - Discriminate, articulate, and modulate between styles, times, and cultures. Serve service trajectory and empower the congregation to sing.

Inspiring - Teach prayer through music. Provide experiences that fit the musical trajectory, intensity, and meaning to religious purpose.

Comments on Improving the "Liturgical Knowledge" Dimension

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* (5) Voice

Not applicable

Beginning - Sing beautifully, in tune with rhythm and pacing, but without discriminating styles. IN TEMPO (Easy) - Choose a tempo loyal to composer, style, and tradition. Tighten throat without singing from diaphragm. Lack dynamic range.

Practical - Expansively vary dynamics, texture, and tone. Connect word meanings and pronunciations. Sing loosely and relaxed.

Inspiring - Create excitement, depth, and energy by collaboratively assimilating meanings of text, music, and moments.

Comments on Improving the "Voice" Dimension

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* (6) Research

Not applicable

Beginning - Have a literal understanding of Judaism, little experience writing research papers, and little knowledge of composers.

Easy - Study relevant fields. Relate sites, structures, theology and theories of Jewish history from the Bible to Yiddish Music.

Practical - Integrate history and cultures with music. Use primary sources in diverse Jewish genres for sociological or compositional projects. Teach adult ed.

Inspiring - Develop diverse styles. Glean insights from historical and cultural comparisons. Use music in new ways. Write new works. Teach Judaic music.

Comments on Improving the "Research" Dimension

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* (7) Character

Not applicable

Beginning - Shows potential for clergy status.

Easy - Monitor own feelings before responding to typical interpersonal dynamics but self-centeredly lack consideration and work accountability.

Practical - See multiple viewpoints, especially while providing spiritual direction during life-cycle events. Keep confidentiality. Avoid implicating others.

Inspiring - Listen supportively to others' concerns. Be healing forces in congregations. Honestly create new commitments in response to critique.

Comments on Improving the "Character" Dimension

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* (8) Performance Authenticity

Not applicable

Beginning - Impose comfortable styles that may not fit the music. Know frequent tropes and the music the congregation likes to sing.

Easy - Connect with congregations. Attend to choreography. Lead complex pieces. Match styles to traditions and known melodies to new songs.

Practical - Communicate the intention sof both the composers and the liturgy. Give the lines flow and shape. Engage the congregation with saying "Sing."

Inspiring - Connect and move congregations. Improvise on phrases that have special meaning to the congregation. Seamlessly move between styles.

Comments on Improving the "Performance Authenticity" Dimension

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* (9) Teach and Counsel

Not applicable

Beginning - Some prior experience assisting cantors and teaching b'nai mitzvah students.

Easy - Confident and self-aware enough to teach Jewish music and textbooks. Pick Hebrew songs appropriate to student skills.

Practical - Demonstrate skills of listening and reading between lines. Know neither they nor books have all answers.

Inspiring - Create curricula for all levels. Develop congregational melody-learning skills. Know whether to inquire more, give answers, or get professional help.

Comments on Improving the "Teach and Counsel" Dimension

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* Comment on improving this survey or suggesting a new dimension.

If you suggest a new dimension, please describe both the level (beginning, easy, practical or inspiring) that of the current student's performance and the level just above it that the student might think about for the next assignment. Use the definitions of levels on page 3 as a guidelines.

If you want to print a copy of this survey, do so before you click the [Done] button. Use your browser's print command. If you have questions call the Office of Institutional Research and Assessment at 513.487.3234 or 513.487.3357. After you print, be sure to click the [Done] button to record your assessment.