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Strand A: Instruction |
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II. Introduction |
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What knowledge and skills did this instruction help your students learn? |
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This semester rhythms skills was the main focus of our instruction. We narrowed in on keeping a steady pulse with and without a metronome. We also focused on accuracy of a rhythm, notes and rests. Our goal was for them to be capable of counting rhythms two ways, clapping the rhythm, and playing the rhythm on their instrument. We also expanded their previous knowledge of music by exposing them to musical cultures they may not have had the opportunity to experience. This was done by viewing films and by attending musical events in the community. |
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How did this fit in with previous and continuing instruction? |
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This instruction is a continuation of their music class in the elementary level. They had preious experience counting some rhythms, and we expounded on those skills. These students will continue to enhance their rhythms skills in our program throughout their remaining 6th grade year, as well as into their 7th and 8th grade. |
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How did this segment integrate skills or content from more than one subject area? |
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Students identified note value subdivisions with fractions. Rhythm sheet exercises required the students to verbally count aloud, clap hands, and tap feet, which then enhanced the students' numeracy in accordance with EPSS goals. |
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Other activities included listening to and watching other performances that incorporated dancing, singing, and familiarization with non-Western cultures. This and along with discussion tied into their social studies knowledge. |
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How did you organize the education setting to enhance student learning in this segment? |
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Students are informed of the following day's activities in order for them to prasctice and come prepared. They sit in two semi-circles in reverse of the usual concert setting. This means percussion in front of the class, brass in the first row, and woodwinds in the second row. Space is provided between the rows to allow myself to walk around the classroom and attend to each child individually when necessary. |
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How did you differentiate instruction for students with diverse needs? |
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For the ESL student, effort is made to demonstrate and show examples of the day's lessons. Rather than just speaking to him, we also try to show a relationship between the expected action and the given instruction through visual reinforcement. |
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Main Page |
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Strand A: Part III |
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Strand A: Part I |
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