Beginner’s Course Day 8

Session 8 - 1st Informal Assessment

KNOWLEDGE: Students will know & understand:
1. Introduction to the instrument:
a. Piano, its parts and the similarities and differences
between piano and keyboard.
b. Musical alphabets, key names and fInger number systems
for piano/keyboard.
c. C Scale, its notes, its finger positions and a few basic
exercises associated with it.
2. Introduction to Twinkle Twinkle Little Star - Song:
a. With right hand
b. With left hand
3. Introduction to Sargarm, Solfege, Octave, 5-finger scale:
a. Sargam, Solfege, their origin, use and methodology to
Learning Outcomes play/sing/practice on C scale:
i. With right hand
b. The concept of Octave
i. Understanding an octave
ii. Understanding Middle Octave and Lower Octave
iii. Introduction to 5-Finger Scale on the notes of C
scale:
1. With Right hand -
a. In the Middle Octave
2. With Left hand -
a. In the Lower Octave
4. Introduction to the concept of Chords:
a. C, F and G chords
i. With right hand
ii. With left hand
System:
1. PC/Laptop with a working mic and front camera.
2. A 49/61-keys keyboard/digital piano.
Requirements 3. A working Internet connection.
Practice:
1. Self-Practice - 15-20 minutes a day to make rapid progress.
Qualifying Knowledge Prerequisites for this lesson include:

● Introduction to the instrument

● Introduction to Twinkle Twinkle Little Star - Song
● Introduction to Sargarm, Solfege, Octave, 5-finger scale
● Introduction to the concept of Chords:
Day 8:
● Informal Assessment of all the concepts/exercises/songs done in
Curriculum Structure the last 7 sessions:
a. Introduction to the instrument:
i. Piano, its parts and the similarities and
differences between piano and keyboard.
 ii. Musical alphabets, key names and fInger number
systems for piano/keyboard.
iii. C Scale, its notes, its finger positions and a few
basic exercises associated with it.
b. Introduction to Twinkle Twinkle Little Star - Song:
i. With right hand
ii. With left hand
c. Introduction to Sargarm, Solfege, Octave, 5-finger scale:
i. Sargam, Solfege, their origin, use and
methodology to play/sing/practice on C scale:
1. With right hand
ii. The concept of Octave
1. Understanding an octave
2. Understanding Middle Octave and Lower
Octave
3. Introduction to 5-Finger Scale on the notes
of C scale:
a. With Right hand -
i. In the Middle Octave
b. With Left hand -
i. In the Lower Octave
d. Introduction to the concept of Chords:
i. C, F and G chords
1. With right hand
2. With left hand

Points to be taken care of:

1. Make sure that all the students grasp and understand the topics
discussed.
2. For gifted students, the facilitator may ask them to practice with
Addressing classroom eyes closed/without looking at the keyboard.
diversity 3. For slow learners, the facilitator may follow a more broken-down
approach in which a concept can be further broken down into
smaller concepts and then combined to create the final idea.
4. For differently abled students, the facilitator may ignore little
mistakes, may call parents at regular intervals and motivate
them to continue their learning process.
Day 8:
1. Informal assessment can be taken by using all or any of the
below mentioned tools:
○ Informal or low-stake assessments can be conducted
from time to time to assess the student’s understanding
of the subject.
○ An informal assessment would be conducted on every
The Transaction
8th session of the course.
○ Quiz, Crossword, Padlets, etc would be used to assess
the understanding of the students.
○ Below are some examples of Informal Assessment
Strategies that the facilitator may use:
i. Exit Slips
1. Get kids in the habit of knowing they will
be expected to fill out exit slips that follow
 the same format every time. This helps
students know what they need to be
thinking about as they are learning. Here
are sample questions you can ask:
a. 3 things I learned today
b. 2 things I found interesting
c. 1 question I still have
ii. Strategic Multiple Choice
1. Multiple choice questions make
assessment more reliable, marking easier,
and student understanding more visible to
teachers. To come up with questions that
show how students are thinking, teachers
need to have a good idea of ways kids
might misunderstand the information.
Teachers can then present one correct
response with three possible
misunderstandings.
iii. Demonstration Station
1. The use of demonstration stations is a great
way for students to show what they know and
to help the teacher determine the direction of
future instruction. A student is asked to play
and other students can be asked to evaluate
that student’s performance.
Resources Day 8:
● Introduction to the instrument:

a.
b.

c.

d.

e.

f.
 g.
● Introduction to Twinkle Twinkle Little Star - Song:

a.
 b.
● Introduction to Sargarm, Solfege, Octave, 5-finger scale:

a.
 b.

c.

d.

e.
● Introduction to the concept of Chords:

a.
 b.

c.

Self-Study/ Day 8:
Assignments/ 1. The students would be informed by the facilitator about their
Homework areas of improvement.
2. The students would then be asked to work on their areas of
improvement until the next session.
3. A quick follow-up would be taken by the facilitator in the next
session to ensure that the students have gained clarity related to
the aforementioned concepts.
Day 8:
1. Last 5 minutes of the session would be kept aside for a quick
Testing, brush-up of all the concepts discussed in the session.
Measurements 2. The facilitator may ask students a few questions to assess how
& Assessments  much the students have understood the concepts discussed in
the session.