Lab 2 Pre-Work
Precision in Language and Thought by Robert Duke
This reading, from Intelligent Music Teaching by Robert Duke, will help you establish clear learning goals based on observable behavior.
Monday, November 4th, 11am - 1pm ET
https://us06web.zoom.us/j/84319130521?pwd=Qbadi1AQYNHbLetHSt4H5pD3PYmtpW.1
Meeting ID: 843 1913 0521
Passcode: 376767
Tuesday, November 5th, 8 - 10pm ET
https://us06web.zoom.us/j/81416756792?pwd=JNWjHl4DqWipSd8KWXEHHThXcIa7r7.1
Meeting ID: 814 1675 6792
Passcode: 756757
Dr. Rebecca MacLeod
Professor of Music Education, University of North Carolina Greensbor
Dr. Rebecca MacLeod is Professor of Music Education at the University of North Carolina Greensboro, where she directs the string education program and conducts the UNCG Sinfonia. She is the author of Teaching Strings in Today’s Classroom and is published in the Journal of Research in Music Education, International Journal of Music Education, Bulletin for the Council of Research in Music Education, Update: Applications of Research in Music Education, Journal of Music Teacher Education, String Research Journal, Psychology of Music, The Strad, American String Teachers Journal, and various state music education journals. She has served on the editorial boards of the Journal of Research in Music Education, the String Research Journal, and as guest reviewer for the International Journal of Research in Music Education. She is the recipient of the North Carolina Board of Governors Teaching Excellence Award, the UNCG School of Music, Theatre and Dance Outstanding Teaching Award, the American String Teacher Association National Researcher Award, and the UNCG Junior Research Excellence Award.
A passionate advocate for increasing access to string education to all students, Dr. MacLeod directs two community partnership programs that provide string instruction to underserved students: the Lillian Rauch Beginning Strings Program and the Peck Alumni Leadership Program. Students of these programs have performed for Dr. Maya Angelou, Dr. Gloria Ladsen-Billings, and the Sphinx Virtuosi. Her research on working with underserved populations, vibrato technique, music teacher education, and music perception has been presented at the International Conference of Music Perception and Cognition (Thessoloniki, Greece), Music Research and Human Behavior International Conference (Barcelona, Spain), International Society for Music Education (Glasgow, Scotland), Music Educators National Conference, National Association for Music Education National Conference, American String Teachers National Conference, Midwest Band and Orchestra Clinic, Society for Music Teacher Education, and music educators state conferences.
Prior to joining the UNCG faculty, she taught elementary, middle, and high school orchestra in Hollidaysburg, Pennsylvania and was orchestra director and chair of music activities in Beaver, Pennsylvania. She was the assistant artistic director and conductor of the Tallahassee Symphony Youth Chamber Orchestra and Philharmonia Orchestra in Tallahassee, Florida. She is currently President-elect for the American String Teachers Association. She was a guest lecturer at Xi’an University and Shaoguan University (China) in summer 2016 and 2017.
Dr. MacLeod received her undergraduate degree from Duquesne University and her MME and PhD from Florida State University. She is a frequent guest conductor and clinician throughout the United States and abroad.
Resources:
Feel free to use one of these templates to complete your "Do Now" Task.
This week, create one lesson plan for a class you teach.
As you create your plan consider the following and then write your learnings goals and related assessments:
When you think about your teaching situation specifically, what do you want your students to know and be able to do by the end of the lesson?
Establish Clear Learning Goals
For your lesson plan, choose a concept and align three observable learning goals to that concept.
Example: Tone
Learning Goals
Students will perform with consistent air speed.
Students will explain how to form their embouchure
Students will assess the quality of their tone.
Aligning Goals and Assessments
How will you know students have met your goals? Using the goals you created above, determine one assessment for each goal.
Example: Tone
Learning Goals
Students will perform with consistent air speed.
Students will describe how to form their embouchure
Students will assess the quality of their tone.
Assessments
Teacher will listen for smooth, consistent tone as students perform whole notes.
As students describe their embouchure, the teacher will listen for accurate checkpoints (list these for the embouchure, or bow hold. What are you looking for specifically?)
Students assessment of their tone quality indicates their awareness of breath support and ratio of air to tone.
Teaching Video Share
If you signed up to share your video in November and December, Teaching Videos are due by Nov 11th.
*To check your sign up, please visit:
Group 1- https://docs.google.com/document/d/1L5cUu4IjyCMJ3AMplz6qBhxLL905xC8mZs4gUN-ULng/edit?tab=t.0
Group 2- https://docs.google.com/document/d/12cikzTbZvjGpkN-O1BbYKyNQlntF3XL5lItDqBd7o6M/edit?tab=t.0
Group 3- https://docs.google.com/document/d/12jykszuTmGHtnG0Uk0vW_A-K9iJ2Sm3xusrabQ-KkXk/edit?tab=t.0
Group 4- https://docs.google.com/document/d/1_YX3frH5Y-TMvK-SKtcH-xJekXq0-GHgu5nhsIEKqkw/edit?tab=t.0
Instructions for upload:
Film from a well lit perspective that views the majority of action and students in the classroom.
Minimum of 10 minutes of filming for one class. *recommend recording more than 10 mins and selecting the preferred section.
Upload video to Youtube or Google Drive
Submit video to https://tati.fillout.com/t/gjzdU5KZTzus
Further frames from Lecture to consider as you plan your lesson:
Scaffolding
How could you scaffold music for a variety of levels?
Take a piece of music (or musical skill) that your students will need to perform or understand, and create a step by step scaffold to teach those skills.
Energy Profile (Time, Energy, and Focus)
Explore ways that you can take into account timing, pacing, and difficulty to maximize student engagement, enjoyment, and success.
Differentiation
How can you include your beginners along with more advanced students in a meaningful way? What strategies will you use to provide options for students throughout the lesson to provide different levels of challenge?
(Eg. Play down beats only, use iconic notation, write a simplified part).
Please bring Do Now Lesson plan and be prepared to share with your group.
Group 1 w/ Ana Maria & Ariel: Mon, Nov 18th, 11am-1pm ET (8-10a PT/10a-12p CT)
Group 2 w/ Macky & Gloria: Mon, Nov 18th, 8:00-10:00pm ET (5-7p PT / 7-9p CT)
Group 3 w/ Kevin & Westley: Tues, Nov 19th, 8:00-10:00pm ET (5-7p PT / 7-9p CT)
Group 4 w/ Carey & Joe: Wed, Nov 20th, 11am-1pm ET (8-10a PT/10a-12p CT)
Unsure whose group you're in? Click here..
As we conclude Lab 2, you're encouraged to journal and reflect on some or all of the following prompts:
What is the connection between student engagement and intentional planning? What elements of planning and instruction impact student engagement and success?
Reflect on the sequence of planning you explored: Learning Goals and Assessment, then Activities, Scaffolding and Sequencing, and Differentiation. Why are activities not the first step of planning? What are your thoughts about this sequence?
What ideas do you have for simple assessment activities that will take very little time and motivate students?
Reflect on the lesson planning process: Was it easy, challenging, surprising, frustrating? Why?
Write down any points or feedback that stood out to from your group discussion. What parts of your lesson planning would you like to learn more about or improve next?
How will you go back and apply these lesson planning skills in your program?
Lecture Recording: Lab 2 Recording
Lecture Slide Deck: Lab 2 Slides
Further Resources:
Track A Working Documents:
Track B Working Documents:
*All Lab materials Created by Dr. Rebecca MacLead or TATI | Not for individual reuse or resale*