The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, technology, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
It is crucial for a music teacher to have many diverse ways of planning instruction to support all students in meeting and even surpassing their learning goals. Teachers must have proper and mastered knowledge of their respective content areas, technology that corresponds with it, the curriculum, disciplinary skills that can assist with the content, as well as the overall pedagogy of the field. Most importantly, the music teacher must understand the learners in their community and find ways of engaging in the content of their class in relevant and rigorous ways.
I was privileged to be able to exercise my knowledge of the content of music teaching over several grade levels for my student teaching. When working with first grade students, I understood that movement is crucial to their development of concepts. We worked on the concept of largo (slow), moderato (medium), and allegro (fast) tempos. I engaged in the content in several different ways by having them move, touching different locations, making "music equations," comparing and contrasting, and putting it context of a song. I did this over the course of several lessons in different ways for significant learning (Reference artifact #1, 1st Grade Largo, Moderato, Allegro Lesson).
With second grade students I was able to tap into their reading and writing skills by making observations and asking questions in a world music unit about the Brazilian berimbau. In a smilier way to making observations in science, students made written observations by watching videos of the berimbau being played and then collaborated to solidify their answers and understanding (Reference artifact #2, 2nd Grade Berimbau Observations).
High school band gave me an amazing opportunity to exercise my use of knowledge of the content area, pedagogy, curriculum, and use of technology. With all my lessons I worked to find ways to use technology to promote learning by using various methods of encouraging understanding and technical ability. Within my lessons, I used several ways to engage in the content of the pieces we were working on through activities that related to the final products goal (Reference artifact #3, High School Lesson - Dusk by Bryant).
I have worked diligently throughout my young career to understand the knowledge of the discipline of music and find several significant ways to help students engage in the material in accordance the developmental needs of their age. It is crucial to understand the psychological development of our students so that we can make decisions about the sequence of our lessons and the scope of the overall curriculum we put together. These artifacts demonstrate how I understand what each age group needs and how I try several ways to engage in the lesson material for significant learning. One of my best attributes as a teacher is that I take risks for my students and present the material in as many ways as possible for maximum individual and collective learning.
I was privileged to be able to exercise my knowledge of the content of music teaching over several grade levels for my student teaching. When working with first grade students, I understood that movement is crucial to their development of concepts. We worked on the concept of largo (slow), moderato (medium), and allegro (fast) tempos. I engaged in the content in several different ways by having them move, touching different locations, making "music equations," comparing and contrasting, and putting it context of a song. I did this over the course of several lessons in different ways for significant learning (Reference artifact #1, 1st Grade Largo, Moderato, Allegro Lesson).
With second grade students I was able to tap into their reading and writing skills by making observations and asking questions in a world music unit about the Brazilian berimbau. In a smilier way to making observations in science, students made written observations by watching videos of the berimbau being played and then collaborated to solidify their answers and understanding (Reference artifact #2, 2nd Grade Berimbau Observations).
High school band gave me an amazing opportunity to exercise my use of knowledge of the content area, pedagogy, curriculum, and use of technology. With all my lessons I worked to find ways to use technology to promote learning by using various methods of encouraging understanding and technical ability. Within my lessons, I used several ways to engage in the content of the pieces we were working on through activities that related to the final products goal (Reference artifact #3, High School Lesson - Dusk by Bryant).
I have worked diligently throughout my young career to understand the knowledge of the discipline of music and find several significant ways to help students engage in the material in accordance the developmental needs of their age. It is crucial to understand the psychological development of our students so that we can make decisions about the sequence of our lessons and the scope of the overall curriculum we put together. These artifacts demonstrate how I understand what each age group needs and how I try several ways to engage in the lesson material for significant learning. One of my best attributes as a teacher is that I take risks for my students and present the material in as many ways as possible for maximum individual and collective learning.