Artifacts & Rationales - InTASC #8
Student Teaching - Fall 2015
Standard #8 - Lesson Plan
This lesson plan was a component of my LAMP project, and it reflects multiple models and representation of music theory concepts and skills. In this lesson lesson, the students began class by reviewing major and minor scales and how to construct or alter each. Then, students performed these scales and alterations. Next, students discussed and identified intervals and scale degrees in their warm-up exercises. After that, the students analyzed one of their concert pieces to determine whether it was major or minor, and then listed to and discussed the changes needed to make it major. Following review, students learned about major and minor triads first by performing them, then by listening to and analyzing written and aural examples, then constructing them, and finally singing and performing them. These multiple strategies helped reinforce learners' understanding of the material visually, aurally, and kinesthetically.
This lesson plan was a component of my LAMP project, and it reflects multiple models and representation of music theory concepts and skills. In this lesson lesson, the students began class by reviewing major and minor scales and how to construct or alter each. Then, students performed these scales and alterations. Next, students discussed and identified intervals and scale degrees in their warm-up exercises. After that, the students analyzed one of their concert pieces to determine whether it was major or minor, and then listed to and discussed the changes needed to make it major. Following review, students learned about major and minor triads first by performing them, then by listening to and analyzing written and aural examples, then constructing them, and finally singing and performing them. These multiple strategies helped reinforce learners' understanding of the material visually, aurally, and kinesthetically.
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Standard #8 - Weekly Journal
This journal reflection details my use of pod rehearsals as an alternative strategy for teaching in a middle school orchestra. Pod rehearsals allow for students to work in small groups, either with like instruments or a variety of instruments, and come up with their own strategies to improve specific skills, sections of music, or explore content with their peers. For this specific lesson, I had students work with like instruments (violin 1, violin 2, viola, etc.) and gave them a list of excerpts to work on with detailed instructions on what to focus on for that excerpt. Each item on the list was allotted 10 minutes, so the students had to work on time management and organizational skills as well. The pod rehearsal allowed me to float around the classroom to assess individual sections and students more efficiently, showed me who some of the student leaders were, and gave me perspective on what practice habits students have learned and utilize on their own.
This journal reflection details my use of pod rehearsals as an alternative strategy for teaching in a middle school orchestra. Pod rehearsals allow for students to work in small groups, either with like instruments or a variety of instruments, and come up with their own strategies to improve specific skills, sections of music, or explore content with their peers. For this specific lesson, I had students work with like instruments (violin 1, violin 2, viola, etc.) and gave them a list of excerpts to work on with detailed instructions on what to focus on for that excerpt. Each item on the list was allotted 10 minutes, so the students had to work on time management and organizational skills as well. The pod rehearsal allowed me to float around the classroom to assess individual sections and students more efficiently, showed me who some of the student leaders were, and gave me perspective on what practice habits students have learned and utilize on their own.
MUSE 375 - Decision Point 2
Standard #8 - Reading Reflection
I chose this artifact because it explains my views on somewhat unorthodox teaching practices. This literary analysis of Randall Allsup's article Popular Music and Classical Musicians explains the use of "garage bands" and popular music as a means of teaching music to children. This reflection was inspired by a webinar I attended at BSU spring of 2013, in which Lucy Green discusses her research encompassing how popular musicians learn music and how it might be applied to the classroom.
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