The Annual Reports Submitted by the E.S. Ashburn Staff
MARK HARTMANN EVALUATION
Submitted by Lisa A. Washington - Music Specialist
May 27, 1994
I have worked with Mark Hartmann in the music program at Ashburn Elementary throughout the 1993-94 academic year. This year we have focused on the following objectives from the second grade music standards on learning:
- Singing simple melodies in tune
- Identifying notated melodic patters which move upward downward or remain the same
- Performing steady beat and simple rhythm patterns using traditional notation
- Playing simple repeated patters (ostinati) in instrumental ensembles
- Identifying two simple contrasting parts of a musical composition (two part form)
- Moving expressively to music and folk dances
- Identifying notes on the treble clef staff
As the school year progressed it was apparent that Mark was experiencing little to no success in accomplishing these objectives even when accommodations were made.We focused on the following:
- Perform steady beat either through clapping or with a percussion instrument
- Play simple 2-3 note repeated patterns (ostinato) on the xylophone
- Move expressively to music
- Gain social skill through involvement and activities with peers
The following was observed:
- Mark can clap, but is unable (and often unwilling) to clap more than 3-4 consecutive ti~es. When he is given a percussion instrument to play (such as a maraca, rhythm sticks, .,etc.) he will play it for a moment or two, but then throws it down.
- Mark has not played a repeated pattern without assistance of myself or Ms. Leader, his aide.
- Mark will sometimes get up and move around when the class is participating in movement activities, but this is always initiated by myself or Ms. Leader. Mark often refuses to participate and exhibits very aggressive behavior wen he is made to do so - i.e. yelling, hitting, pinching, etc.
- Mark does not initiate any contact or positive relationships with his peers during music time. He has often exhibited aggressive behavior with them if they get too close to him - i.e. pinching, hitting, etc. Mark was also unable to participate in any part of the second grade musical program.
In my evaluation of Mark throughout the school year, it appears that he has not progressed. I have noted an increasing amount of frustration, which comes in the form of temper tantrums, pinching, and hitting and decreased participation. In addition I feel that the other students in Mark's class have been denied a significant amount of instructional time. When Mark cries, rolls on the floor, pinches, hits, etc., it creates a big distraction and thus inhibits the learning process. This behavior is exhibited 3-5 times per class and often for prolonged periods of time.
Signed: Lisa A. Washington