Rainbow Piano Program

Rainbow Piano Program Learning Goals

• White - Finger Numbers and Playing Position
• Red - First 3 Piano Note Keys and Reading Rhythms
• Orange - Reading Music in the Treble Clef
• Yellow - Reading Accidentals and Time Signatures
• Green - Playing Position with 2 Hands
• Blue - Left Hand Fingering and Playing Position
• Indigo - Reading Music in the Bass Clef
• Violet - Practice Logs and Creative Process

Rainbow Piano Program Learning Goals

• Green - Playing Position with 2 Hands
• Blue - Left Hand Fingering and Playing Position
• Indigo - Reading Music in the Bass Clef
• Violet - Practice Logs and Creative Process
• Black - Dynamics and Articulation

Test 2 Cmajor Scale with Left Hand and Wellerman

• I can meet all success criteria from Test 1
• I can identify accidentals and time signatures
• I can understand dynamics and articulation
• I can name the treble clef and the bass clef signs
• I approach playing with joy and confidence

Test 1 Right Hand Cmajor Scale and Ode de Joy

• I play using the correct finger numbers
• I can name the notes written on the staff
• I can name how many beats a note gets
• I can keep a steady tempo
• I can identify the treble clef and the bass clef signs
• I have practiced the song and use the sheet music to help me perform

I think that I unknowingly tried to create a GPS type program with this Rainbow Piano Program by streamlining the content and highlighting the learning goals. After introducing the program parts, students were clear about the success criteria and could name what I would be looking for throughout their playing tests.

I feel that some pieces may not be at an appropriate level for all students based on their experience however I believe we need to continue to push students and then fairly evaluate them rather than keep them from a challenge.

I learned that focusing on a small group schedule and mini check-ins focused on the learning goals would be very beneficial in the future.

Additional Thoughts: Include growth in the success criteria since all students have a different starting point with their piano experience, include this in assessment as.
Continue to encourage pre-performing for feedback from the class and plan time for peer-to-peer feedback and record that process of assessment as into their official evaluation.