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How many of the nearly 400 million people worldwide today dealing with hearing loss are classical musicians? Now, at major music shows, rock shows, or large European trance festivals nearly all the musicians and their crew have modern hearing protection devices at all times. Well, according to an in-depth study out of Australia done by PhD Ian O’Brian only a meager 18% of classical musicians protect their precious and delicate ear drums. Most of them believe, and rightly so, that ear plugs in their ears will have a negative influence on their performance, but so will hearing loss. What’s needed here is a bit more education in the classical music world that lets these performers and artists know that they have more options than cheap generic ear plugs.
While there are a number of completely deaf musicians in the world, most of the ones who can hear would agree that their ear drums are indispensable. If you’re a classical musician concerned about the future of your hearing, and how it will influence your career in the industry please contact me. The Writing and Communication Program is interested in formative and summative assessment in individual classes and in the program as a whole.
We use the common rubric (unmodified) to assess final portfolios in our classes and on the programmatic level. Please note that the levels of competence are intended to reflect levels common to all communicators. Some instructors associate portfolios with radical imposition on and control of individual courses.
The end-of-semester portfolio is designed as a culminating, representative sample of students' work that requires students to reflect on what they have learned. Below you see a standardized description of what each student’s end-of-semester portfolio should contain. The end-of-semester portfolio is designed as a culminating, representative, and reflective sample of your work.
These tips should help you to integrate the portfolio with minimal hiccups and to make sure the portfolios are ready to submit for programmatic assessment. My father was a medical doctor, and used reel-to-reel tape recorders for dictation, as dictation machines had not yet been invented.
During this entire period, I was playing in Greenwich Village backing up songwriters doing gigs ranging from folk to loud rock, at a rate of about twenty-five nights per month, year after year, often with both the opener and headliner. In 1990, I took out a lease in a much larger space in lower Manhattan, acquired a 2" 24-track machine, got a much larger console, and set up as a full-blown commercial enterprise. Just Kids Diagnostic and Treatment Center offers hearing screening and assessment for infants, toddlers, preschoolers, school age children and adults. Screening for newborns is available on-site.  The screening is simple and pain free and can be done while the infant is resting.
It’s really hard to say, but as you’ll see in this article the numbers are likely to be a bit higher than you might think. The study looked at 142 professional French Horn players and found that between 17% to a whopping 33% showed signs of noise-induced hearing loss or NIHL.


Yet they shell out huge amounts of cash on their instruments, clothes and gear but then either don’t both investing in hearing protection or simply don’t know they can. To create consistent assessment across the entire program, we use a common base rubric (which individual instructors modify to fit their assignments) and an end-of-semester portfolio system. The vertical columns represent rhetorical elements, and the horizontal rows represent levels of competence.
You should adapt it to your assignments, adjusting the descriptive language in cells to match your expectations, but keep in mind that we’ll use the standard language for programmatic assessment. Burnett In fall 2009, a new portfolio assessment replaced a system involving diagnostic essays written at the beginning and end of the semester. The portfolio consists of a final, multimodal reflective essay, 3-4 artifacts with supporting documents, and a series of short answers to questions that ask students to articulate the basic context and purpose of their artifacts.
You don’t have to use the same formatting, but the language in the description needs to appear on your syllabus.
In order to demonstrate that you have met the stated course goals, you will write a self-review essay and select evidence from the texts you have produced in this course (called artifacts); then, you will describe how each artifact demonstrates your ability to apply the concepts and skills taught in this course.
However, since I will have already graded your artifacts, I will only evaluate your self-review essay and short answer reflections. Students often think of these as separate activities, one of which happens before the other.
They can record practice sessions as “drafts” and as evidence of their skills, or they can record their actual class presentations, or they can even do screen-cast discussions after the actual presentation.
Despite the fact that these had been available since the early 70's, I had never actually met anyone who owned one. The idea was to make a record (this was still the age of vinyl) with 12 different artists on it, each doing an original song. It had an integrated DBX noise reduction unit, which made it possible to make relatively hiss-free recordings.
It was a large floor-standing machine on wheels, which weighed almost twice as much as I did!. The purpose of hearing screening is to detect hearing loss important to speech development. Then, to make things worse, of those who do wear hearing protection only a tiny portion keep them on during an entire performance. But, what’s sad is that the technology exists today to both protect their hearing and INCREASE the value of the sound they hear.
The portfolio system provides the basis for both summative student assessment as well as our programmatic assessment.
The rhetorical elements try to be inclusive of the various features you might teach students to consider in their work, but of course they’re not exhaustive. Unless you’re introducing a form of communication unfamiliar to most college students, “Basic” communication in English 1101 and English 1102 probably deserves an F, and “Beginning” communication probably won’t escape the D or C range. Research indicates that reflection is the most effective approach for transferring communication strategies from one task to another, so the reflective writing is a crucial part of the portfolio.


For ease in copying, the “you” in the description refers to the student, not the instructor. Sometimes, they won’t see themselves as having an intellectual process, only a compositional one. All through high school, I often stayed up late, piling track upon track, until the original tracks practically faded away from generation loss. Over the next six years, I ran it into the ground, recording everything from rehearsals, to gigs, to the occasional paying recording project.
The record came with a magazine, which contained articles, editorials, the song lyrics, the local club calendar, etc. And that’s only a small pool of the global classical musicians out there, to say nothing of the horn and trumpet players. Remember, these dedicated musicians practice upwards of 21-48 hours a week at decibels as high as 81-90. Similarly, the levels of competence try to represent different stages in communicators’ development, but learning rarely fits neatly into six distinct steps.
Then, in spring 2014, after a semester-long assessment process of more than a year’s worth of portfolios, a team of Brittain Fellows identified a series of weaknesses in the current portfolio system and developed a model that would better allow instructors and the program to assess student development and achievement. The portfolio’s goal is not to dictate course content but to capture what you do by making programmatic assessment match the actual teaching and learning that occurs in your courses. We highly recommend that you ask students to complete the short answers as they complete their artifacts during the semester.
By this point, I was involved in recording full-time, with full-length album projects being the norm.
However, a student might produce work that achieves a “Competent” in one category and “Beginning” in another; how you balance these differences is up to you. Additionally, you should dedicate dead week (or more time, if you wish) for the creation and revision of self-review essays.
Since I had been actively playing with tape recorders for over ten years already, I found it rather easy with such advanced tools! Little did I know that it would become a 12-times-per-year venture that would last for over ten years. You should determine how you relate the rubric to grades in your class, creating connections between levels of competence and grades that make sense in the context of your assignments.
In any case, the portfolio should be an integral part of the course, an integral part of student learning, not an added task that students toss together at the end of the semester. I did all the recording for the first five or six years (except for occasional live recordings). I also got to play whatever overdubs I felt fit, which included me often playing bass (my main instrument), sometimes an additional guitar, and sometimes even the entire band!



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