Student Intellectual Engagement
Student Intellectual Engagement
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I. To what extent are students intellectually engaged in a classroom of high intellectual energy?
I. To what extent are students intellectually engaged in a classroom of high intellectual energy?
Inspiration
Inspiration
In addition to our Orchestra class, the Chamber Orchestra ensemble provides the highly advanced students opportunities to perform challenging pieces from a variety of styles. For example, listen to one of our repertoire selections, the harrowingly beautiful and extremely challenging piece, Elegy: A Cry from the Grave.
At Highview, students are expected to be practicing regularly, 3-5 times a week, for around 10 minutes. The regularity is more important that the duration of the practice session. Nevertheless, unsurprisingly, some students spend more time with their instrument than others. Regardless of their progress outside of class, when they come to class, they are ready to work.
During the national Music in Our Schools month, March, schools across the nation put a special emphasis on music programs and highlighting the use of music in many disciplines.
This is one of the whole tutorials (one for each instrument) created for this month of music!
II. What is the nature of what students are doing?
II. What is the nature of what students are doing?
Repertoire Playlist Assignment
Repertoire Playlist Assignment
February is a wonderful time of year in the Orchestra classroom to explore music beyond the exciting process of concert preparation. Our Pops concert and Spring concert incorporated a great variety of musical styles in the program.
III. Are they being challenged to think and make connections through both the instructional activities and the questions explored?
III. Are they being challenged to think and make connections through both the instructional activities and the questions explored?
Performance Assessments
Performance Assessments
The rubric below shows a very positive development in the Orchestra classroom. By providing ample time to practice and record, being clear about not accepting late assignments, and devising precise criteria, the students not only demonstrated higher quality work but the percentage of punctual submissions was nearly 100%.
To the left is a sheet of a variety of assignments from the 2022-2023 school year, created to see the relationships between punctuality, submissions generally, and point values. Unsurprisingly, the Performance Assessment with no late submissions accepted had the highest number of on-time submissions (90% of the class). This chart also shows that students generally submit 5 point assignments on-time more often than larger ones. I also learned that my Repertoire Playlist assignment was the most unsuccessful. But without it, I wouldn't have thought to demand punctuality from my students, which resulted in their highest quality work thus far.
IV. Do the teacher's explanations of content correctly model academic language and invite intellectual work by students?
IV. Do the teacher's explanations of content correctly model academic language and invite intellectual work by students?
Contextualizing Repertoire
Contextualizing Repertoire
For our winter concert, we arrived at a place in the quality of the performance that we could address the extramusical elements. With vetted readings and videos provided, students would review the materials and complete the chart. SHMRTFO, as I refer to it, is an abbreviation of Sound Harmony Melody Rhythm Timbre Form and Other. This is a great way to organize one's thoughts around what is heard. For instance, instead of saying the piece had a "chill vibe" I challenge students to identify what about it feels relaxing. Perhaps the tempo is slow, the melody tonal, the timbre warm, the form predictable, etc. In isolation, a slow tempo can engender a feeling of anxiety or monotony, but combined with the other elements can contribute to the student's experience.
V. Are students asked to explain their thinking, to construct logical arguments citing evidence, and to question the thinking of others?
V. Are students asked to explain their thinking, to construct logical arguments citing evidence, and to question the thinking of others?
Sectionals
Sectionals
As we approach concert season in May, sectionals are an integral component for the High School String Orchestra. Below are the ground rules and excerpts to rehearse. Establishing specific ground rules is important because this is the first time in two years, and for many ever, that students participate in sectionals.
VI. Are the instructional strategies used by the teacher suitable to the discipline, and to what extent do they promote student agency in the learning of challenging content?
VI. Are the instructional strategies used by the teacher suitable to the discipline, and to what extent do they promote student agency in the learning of challenging content?
Recital and Concert Preparation
Recital and Concert Preparation
Similar to the High School, Highview concert preparation can become tedious if merely running through the music over and over. To promote student agency, I planned a few different methods of rehearsing through games and fun activities also known as disguised repetitions. Competitions are one way to build enthusiasm and excitement around the music. One Orchestra rehearsal was dedicated to spot checking. I would say a section of Grasshopper's Ball, and the students would have to play the rhythms perfectly. It was important at that point in their performing that I limited it to rhythms since the notes were still being learned, meeting them right at their challenge level.
Another fun activity is incorporating stations into lessons, which allows for student agency. There are three stations set up around the room, one is Frère Jacques, one is Bile 'Em Cabbage Down, and one is Among Us Drip. Students will be broken up into four groups (see above). At each station, there is music on the stands and a sheet (below) with tasks to practice for the particular song. They will spend five minutes at each station, checking off the tasks as they go. I really enjoy this method of instruction because it gives students the opportunity to learn how to practice, how to work with their peers to accomplish a goal, and have a ton of fun in the process!
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