Peter Lutkoski

Giving students this voice in examining and evaluating their work allows them to critically interpret how their musical efforts are being fulfilled, and how to more clearly direct their future efforts. Involving students in their own assessment can build the self-discipline skills that will enable them to be lifelong learners and lovers of music, in and out of the classroom.

A portfolio typically takes the form of a collection of writings that can be handed in as a folder periodically during the grading period. A portfolio can include other materials, such as recordings of solo or ensemble performances, as deemed appropriate by the teacher or student. The writings that make up the bulk of the portfolio should allow the student to show progress and aptitude on a variety of musical levels, and should contain short and long-term projects and reflections. Portfolio writings do not need to include any take-home writing work and do not need to take that much time from the ensemble rehearsals. Well-constructed portfolio materials can allow students to give valuable insights with a minimum of writing.

On the next page are some examples of portfolio materials that could be used in a Middle or High School ensemble class. Many of these materials will work better for instrumental classes because they involve in-class writing, made easier when students sit in front of music stands. They represent just a few possibilities for the content of a portfolio.