Using “I Can” Statements to Empower Learning in the Music Classroom

As music educators, our goal is to inspire and empower students to grow in their musical abilities. One effective way to support student learning and self-assessment is through the use of “I Can” statements. These simple yet powerful statements help students articulate their progress, take ownership of their learning, and stay motivated. It’s also a great way for music teachers to frame learning activities during class. 

“I Can” statements are student-friendly learning objectives that clearly communicate what students should be able to do by the end of a lesson or unit. They are framed in positive, first-person language to foster confidence and clarity. For example: 

• “I can identify and clap the rhythm of quarter and eighth notes.” 
• “I can sing a simple melody using solfège syllables.” 
• “I can play a C major scale on the keyboard.” 

1. Promote Student Ownership – When students understand what they are working toward, they become more engaged and take responsibility for their learning. 
2. Encourage Growth Mindset – “I Can” statements frame learning as an achievable goal, fostering perseverance and confidence. 
3. Make Learning Visible – These statements provide clear benchmarks for progress, helping students and teachers assess understanding and skills. 
4. Enhance Communication – Parents and administrators can easily see what students are learning and how they are progressing. 
5. Support Differentiation – “I Can” statements can be adapted to different skill levels, ensuring all students are challenged appropriately. 
6. Guide and Frame Student Learning – Keep your students (and yourself!) on track with tying all learning activities to the “I Can’s” for the day. 

• Post Them Visibly – Display “I Can” statements in the classroom where students can reference them throughout the lesson. 
• Incorporate Them in Lessons – Begin class by introducing the day’s “I Can” statement and refer back to it during activities. 
• Use Them for Reflection – Have students self-assess their progress at the end of the class by checking off statements they feel confident about. 
• Make Them Interactive – Turn “I Can” statements into exit tickets, peer discussions, or personal goal-setting activities. 
• Connect Them to Standards – Align “I Can” statements with national or state music education standards to ensure structured learning. 

Use the “I Can Sandwich” as a tool for framing your lesson plans – here, you start with showing students the “I Can’s” for the day, then have them engage in activities and learning experiences that connect directly to each statement, and conclude with re-visiting them at the end of class.

Rhythm 

• “I can perform a steady beat on a percussion instrument.” 
• “I can read and notate rhythms using quarter, half, and whole notes.” 

Melody 

• “I can sing a simple song using accurate pitch.” 
• “I can identify high and low sounds in a melody.” 

Instruments 

• “I can play a simple melody on the recorder.” 
• “I can name the parts of a violin and demonstrate proper posture.” 

Expression 

• “I can describe how music makes me feel using expressive words.” 
• “I can perform a song with dynamics and articulation.” 

By integrating “I Can” statements into your music classroom, you provide students with clear goals, increase motivation, and create a positive learning environment. Give it a try and watch your students’ confidence and skills flourish! 

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Blog Post Contributor: Erin Zaffini