Artifacts & Rationales - InTASC #5
Student Teaching - Fall 2015
Standard #5 - LAMP Instructional Narrative
This instructional narrative is an excerpt from my LAMP in which I discuss how I delivered the unit, the relevance of the standards to the project and the students' needs, and the real-life applications of the content. Furthermore, this artifact details how students can utilize the music theory concepts in their daily lives and future education in music. The information in this unit was presented in a broad variety of mediums to help students learn and achieve in the cognitive, psychomotor, and affective domains.
This instructional narrative is an excerpt from my LAMP in which I discuss how I delivered the unit, the relevance of the standards to the project and the students' needs, and the real-life applications of the content. Furthermore, this artifact details how students can utilize the music theory concepts in their daily lives and future education in music. The information in this unit was presented in a broad variety of mediums to help students learn and achieve in the cognitive, psychomotor, and affective domains.
| lamp_instructionalnarrative.docx |
MUSE 350 - Decision Point 3
Standard #5 - Assessment Tool
This assessment tool was inspired by a project I completed out in the field for MUSE 353 (Secondary/General Music Methods), and then refined and completed in my EDPS 390 (Educational Psychology) course. This perception chart would be used at the beginning of a unit on musical form to assess critical thinking and my students' ability to hear and identify basic changes in the music and their ability to find and keep a steady pulse.
This assessment tool was inspired by a project I completed out in the field for MUSE 353 (Secondary/General Music Methods), and then refined and completed in my EDPS 390 (Educational Psychology) course. This perception chart would be used at the beginning of a unit on musical form to assess critical thinking and my students' ability to hear and identify basic changes in the music and their ability to find and keep a steady pulse.
| Perception Chart |
MUSE 355 - Decision Point 2
Standard #5 - Reading Reflection
I chose this reading reflection of chapter 24 of Shelley Jagow's book "Teaching Instrumental Music: Developing the Complete Band Program" as my artifact for this standard. This chapter discusses how to connect various lesson objectives and learning domains, as well as how to apply them with various rehearsal strategies that are somewhat unorthodox.
I chose this reading reflection of chapter 24 of Shelley Jagow's book "Teaching Instrumental Music: Developing the Complete Band Program" as my artifact for this standard. This chapter discusses how to connect various lesson objectives and learning domains, as well as how to apply them with various rehearsal strategies that are somewhat unorthodox.
