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As a final project assessment, I asked the students to fill out a simple google form with guiding questions such as "What did you enjoy the most? What was the hardest part of this project? What would you have done differently next time?".
This was an effective and efficient way to gather feedback from all students. Keeping in mind the varying levels of musical skill/understanding from the whole class, it also helped me place an average on "how hard did you find this project to be?" A great indicator for success with future groups of students.
I made sure to collect all student work, drafts and final pieces (rewriten to be legible). Below are examples of that work. In a number of the photos, you can see and actually track the progression and thought progress of students. They draw rough rhythm sketches or 'melody outlines', capturing the general shapes of the line they chose to transcribe as reviewed many times. I love how unique each student's paper and work is. Progressing class examples and presentations for each new STP day resulted in clear, step-by-step procedures that worked towards bringing the students' transcriptions to life on paper.
Final Product Student Transcriptions
As Day 1 wrapped up, I had the students do an eyes-closed, self-assess moment, then hold up their thumb, yes, middle, or no. They do this regularly as an easy check-in, an individual self-assessment. My questions were: "Do you know what Transcription is and its process? Do you know what makes a song better for use? Do you have a song choice yet?" Most of them kept their thumb up.
Day 2 assessment was adjusted a little bit, I had assumed the students would be a further ahead with more accuracies. I needed to rework my Day 3 schedule to give them more time to work.
The introductory presentation to the STP communicated student expectations, the goals for the three days and final product result. By the end of the first day, majority had picked out songs and were beginning to start the transcription process.
Day 2 had given them ample work time, with teacher assistance and peer guidance, many of them had recognizable pieces, despite lacking a polished paper with standard-notation. Day 3 was their final day, the requirement was to rewrite your song legibly on a new section of staff paper, with a key signature, time signature, bar lines, and correct stem directions.
Again it was clear, rhythmic notation was the most difficult part of the writing process. Nonetheless, there was still considerable effort shown, scratches in the margins, pencil marks written and earased. And the end goal was to have them play a finished product, which most students did very successfully!
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