The University of St. Thomas


McNamara, Doris

McNamara, Doris

Outcome-Based Education in the Kodály Classroom: A Lesson Design
Doris Porisch McNamara

The purpose of this paper was to provide music unit outcomes for rhythmic and melodic Kodály-based concepts presented in the second grade. As portrayed in this study, each unit of outcome is accompanied with assessments, correctives, enrichments, and criteria used for measuring levels of mastery. For each outcome, five different types of first and parallel assessments are included:

1. written test
2. rhythmic or melodic dictation
3. sight-reading
4. performance
5. composition

This lesson design serves as a model for the writing of outcomes, assessments, correctives, and enrichments for all grades, K-5, so that, over time, a replicable working model may be in place. The underlying goal of this lesson design is to provide success for all musical learners.

In the review of both the literature and workshops attended, no specific assessments, correctives, and enrichments for use in the music classroom were addressed, thus the need for establishing such a lesson design was evident.

As a result of this paper, I realize that time is a major obstacle for the use of an outcome-based process in the music classroom. Adequate time and training must be given teachers for the development of outcomes, assessments, correctives, and enrichments. If time does not allow for the use of all five types of assessment, performance and composition should be utilized. If time impedes the implementation of correctives and enrichments, music educators need to utilize a variety of learning styles or modalities in the preparation, presentation and practice of outcomes for the entire class. Time does not allow continued reteaching of a particular unit outcome. Because previously known outcomes or concepts are always reviewed and practiced while new concepts are being introduced, students should have ample time and practice on each outcome addressed through their six years of study in the music classroom.

However, outcome-based education offers benefits for the music educator which outweigh these obstacles. Outcome-based education provides focus; all teachers and departments must realistically assess the outcomes they provide for the students. Outcome-based education is about fairness because students know what is expected of them. Outcome-based education also provides accountability and validity through the use of effective assessments. Based on these conclusions, future implementation of assessments, correctives and enrichments needs to be improved to overcome these obstacles and allow for the continued success of all learners.

Capstone Advisor
Jenni Norlin-Weaver