Embedded Files
Artifacts from student teaching placement:
Shenendehowa Central - Tesago Elementary School Music
Standard I:
Knowledge of Students and Student Learning
Standard II:
Knowledge of Content and Instructional Planning
Standard III:
Instructional Practice
Element I.1:
Element I.3:
-Culturally Responsive-sustaining education framework-
High expectations & rigorous instruction
Element II.2:
-Culturally Responsive-sustaining education framework-
Inclusive curriculum & assessment
Element III.2:
Element III.3:
-Culturally Responsive-sustaining education framework-
High expectations & rigorous instruction
Using stories to improve literacy in different ways to improve vocabulary. Students are also able to improvise on the instruments in ways that best helps tell their part of the story that instrument sound represents.
Lesson Plan - 5th Grade Lesson
Unit: Music that inspires change
Standard IV:
Learning Environment
Element IV.1: Element IV.2:
-Culturally Responsive-sustaining education framework-
Creating a welcoming and affirming environment
Standard V:
Assessment for Student Learning
Element V.2: Element V.3:
-Culturally Responsive-sustaining education framework-
Fostering high expectations and rigorous instruction
My classroom goals to live by
Scale Test
Students work on singing a scale ascending in pitch once with Kodaly hand signs, while keeping a steady beat. This improves pitch accuracy and understanding of the voice that apply to singers and non singers. Scores range from 1-4. The point is made that the comments are the biggest takeaway for the student although written in the few moments they sing the scale their goal is improve their skills.
1= spoken scale, student didn't attempt, 2= needs improvement
3= at great level, few or no errors, 4= 5th/6th grade level work
Standard VI:
Professional Responsibilities and Collaboration
Element VI.4:
-Culturally Responsive-sustaining education framework-
Welcoming and affirming environment
Being a teacher at Tesago meant being present for the students. Getting to school early to be sure the classroom was set for the day was important, and it gave me the opportunity to greet students in the morning so we could start the day off together in a great way! I made such connections doing this and being sure to be in the hall to wish them a great rest of their day!
I was sure to make connections with staff and uphold responsibilities asked of me, such as being a part of the "Best Assembly" for the new teacher game which really excited students. Other important tasks throughout my time at Shen included helping organize music for musical theatre auditions. It was important that the students were aware of the cultures involved in Moana Jr, for which they were auditioning, and that students were respectful during others auditions.
I also worked very hard as the music director and assistant director of the Shen High School Drama Club production of "The man who came to dinner" by Kaufman and Hart. Additionally I made great connections with staff and parents which allowed me to connect with the students in lessons.
Standard VII:
Professional Growth
Element VII.2: Element VII.3:
-Culturally Responsive-sustaining education framework-
Ongoing professional development
In the early days of my time at Tesago, my cooperating teacher and I heavily discussed the new Kindergarten Development and MOVE programs which were self contained, and included students with physical and mental disabilities. It was important for us to be prepared for these groups of students as the K-Development program was new to the school and the MOVE program had never had a music class before.
To help, we attended two professional development training sessions. One given by Dr. Kelly Brock, PhD., BCBA, CBA who is the expert for schools in the capital district for understanding their responsibility to teach all kinds of learners, and what methods can help. The presentation built on my previous knowledge gained from being a founding member of the Peer Network group when I was in Middle School and High School. We focused on educating our school and peers about what school was like for students with disabilities.
Our next presentation was given by fellow music teacher, Kate Sgroi, and specifically focused on what would help the students for these new programs in a music or art classroom be successful. I left me with many new ideas that proved to be successful when I applied them to my teaching.
Artifacts from student teaching : Placement two
Stillwater Middle/High School Music
Standard I:
Knowledge of Students and Student Learning
Standard II:
Knowledge of Content and Instructional Planning
Standard III:
Instructional Practice
Element I.2: Element I.3:
Element 1.6:
-Culturally Responsive-sustaining education framework-
Inclusive curriculum and assessment
Element II.1: Element II.2:
Element II.6:
-Culturally Responsive-sustaining education framework-
Fostering high expectations & rigorous instruction
Element III.2:
Element III.3:
-Culturally Responsive-sustaining education framework-
Inclusive curriculum and assessment
Standard IV:
Learning Environment
Element IV.1: Element IV.2:
-Culturally Responsive-sustaining education framework-
Inclusive curriculum and assessment
Standard V:
Assessment for Student Learning
Element V.2: Element V.3:
-Culturally Responsive-sustaining education framework-
High expectations and rigorous instruction
Standard VI:
Professional Responsibilities and Collaboration
Element VI.4:
-Culturally Responsive-sustaining education framework-
Ongoing professional development
doc03728820231205143023 (1).pdfGeneral Music Practicum & Music Teaching and Learning work at the Crane School of Music
First Lesson with Potsdam Daycare Center Elementary Practicum:
Thursday, March 17th
Whenever I meant a group of young students there is so much that must happen. I always start by using introductions to give the students a sense of accomplishment. When I introduce myself as Mr. Denton, I know that if I were the student I would immediately panic a minute or two later when I forgot the name of the new teacher. Using their knowledge of the alphabet I challenged the students to think of words that start with the letters that matched our names.
It was important for my co-teachers to incorporate movement because of our respect for teaching methods by Orff Schulwerk, and Jaques-Dalcroze. The start of our class was our "Walkabout" with a different song each time. This week we chose "Happy" by C2C and asked the students to move to the beat, but also respond to the music in a way they felt matched the sound. This was a great way to perk up their ears as we prepared to play some other music, such as "Beethoven's 5th symphony" and "Disney's Fantasmic." Speaking of Disney, they have a film called Fantasia which included animated images to help the listener picture what the instrumental piece conveyed. The students listened to Beethoven's symphony and then watched along with the animation. They were tasked with drawing a picture that represented what they heard. In turn, there were a lot of fireworks and exciting visuals! My job as one of the teachers was to ask critical questions that would allow them to ponder why they made those choices. If the students weren't sure they could listen again and tell me what they heard that made them draw what they did. Next, we built some knowledge of what emotions there are, and what they mean. From here we asked what emotion we could associate with the music of Fantasmic.
My greatest accomplishment in this lesson is actually what occurred afterward. When it came time to plan the second lesson I had paid attention to my students. How they responded, their interests, and what I could do to create a compelling next lesson. Bennett loved cats; Elaine adored playing the violin; Olivia was quiet when asked questions at first. So how could I create a space for Olivia to open up; including cats and the violin? Well considering my colleagues and I who were teaching these seve0n lessons were able to find a place for all of our student's identities means it is possible and it will remain a goal of mine when teaching students in the future.
Emotions Board (seen above)
The students drawings above were used as a reference for their playing on instruments as they pondered "what their emotion sounded like?"
VISUAL INSTRUCTIONAL SUPPORTS for Emotions Curriculum:
EXPRESSING YOURSELF THROUGH MUSIC
Age group: 3&4
Teachers: Jessica Felber, Cole Denton, James Knapp, and Nathan Depatie
Music as a way of expressing emotions
https://docs.google.com/presentation/d/1T6JD6EcvlKL4cUeLtEO3ulbP-mxj8qf16d-Yh7BTDBw/edit?usp=sharing
Brief Summary:
Across multiple days students will discover that songs invoke emotions. We chose this theme because emotions are something that everyone feels and it can be easier to express through music. This is especially helpful for younger students who may need an outlet to release their feelings and have something they can relate to. Sometimes we can’t say what we are feeling, but we can express them through music and art. We’ve compiled a list of songs that would be easy for students to connect and relate to, either because they would be familiar to the students or because the songs had lyrics that create imagery. In this unit, they will learn how to express themselves through different formats, while being creative and thinking outside of the box. They will also learn how to collaborate with their classmates and make songs using each others’ ideas. It is important to have a theme or context behind each lesson because then it makes it interesting for the students, they are engaged, and it is something they can relate to. There is a more clear purpose behind their learning. Students will learn how to perform, respond to, create musical works, rehearse, and refine throughout this curriculum. They will analyze the meanings behind these pieces, create interpretations, have discussions, experiment with sounds of different objects, experiment with their bodies movement-wise as well as make connections between those and emotions, and create visual aids for their music.
Page updated
Google Sites
Report abuse