Domain 1: Planning and Preparation. The components in Domain 1 outline how a teacher organizes the content of what students are expected to learn---in other words, how the teacher designs instruction. These include demonstrate knowledge of content and pedagogy, demonstrating knowledge of the students, selecting instructional goals, demonstrating knowledge of resources, designing coherent instruction, and assessing student learning.
Charlotte Danielson, “Enhancing Professional Practice: A Framework for Teaching,” Association for Supervision and Curriculum Development.
Charlotte Danielson, “Enhancing Professional Practice: A Framework for Teaching,” Association for Supervision and Curriculum Development.
Lesson Planning and Developing Strategies
Strategies for instruction can and should vary based on the content, student grouping and level of understanding. This year, I began introducing the General Music Classes to Workshop Stations, where students can develop and explore 'chunks' of material and concepts in small groups. This allows them to control the learning environment (within the restraints and guidelines provided), while participating in a student-centered activity. By reflecting on the outcome, using feedback from the students and from observing administrators, I was able to assess the successes of these lessons and learning opportunities.
Recorder Karate
As a part of the third grade curriculum, all students have an opportunity to transfer their musical skills onto an instrument for the first time. It not only synthesizes their knowledge of music and performance skills, but it prepares students for the responsibilities that come with learning an instrument, such as routines, practicing at home, instrument care, and performance etiquette and posture.
An integral part of this year's curriculum came from the "Recorder Karate" program, where students were given a set of songs that would be addressed throughout the year. The expectations and goals were presented at the very beginning, as we discussed the role we play as a performer, but also as an audience, as our classmates performed as well. Each song that is performed for a Recorder Karate "belt" gets increasingly more difficult. New rhythms, notes and skills are introduced with each song.
An integral part of this year's curriculum came from the "Recorder Karate" program, where students were given a set of songs that would be addressed throughout the year. The expectations and goals were presented at the very beginning, as we discussed the role we play as a performer, but also as an audience, as our classmates performed as well. Each song that is performed for a Recorder Karate "belt" gets increasingly more difficult. New rhythms, notes and skills are introduced with each song.
Program Selection for Choral Performances
Selected material and songs for concert performances determine the course of study and progress for the year, and vice versa, the curriculum and expectations dictate at what level the students will be performing. In addition to setting goals for skills, a music program should be well-rounded; including songs with varying tones, cultures and styles.
As students transition from Fourth Grade to Fifth Grade course, the songs will get increasingly more difficult and complex. The songs learned and performed in Fourth Grade should also lead them into the expectations presented at the beginning of Fifth Grade.
As students transition from Fourth Grade to Fifth Grade course, the songs will get increasingly more difficult and complex. The songs learned and performed in Fourth Grade should also lead them into the expectations presented at the beginning of Fifth Grade.
Designing opportunities for creativity and composition
Fourth grade classes were engaged in a unit, discussing the blues. They learned to perform and outline a basic 12 bar blues progression, which is the foundation upon which blues music is composed. They were then given an outline, guiding them through the process of composing rhythms to this 12 bar blues pattern. Students completed these compositions individually, composing on their own, and were each given an opportunity to play their compositions, either alone, or with another person, on the xylophone.
By composing their own music, students demonstrate the highest level of achievement, but not only demonstrating that they understand the concepts, but that they can apply them on their own. By performing and hearing their own compositions, students demonstrate complete ownership of these discussed skills, and have the rewarding experience of hearing their own hard work put to music.
By composing their own music, students demonstrate the highest level of achievement, but not only demonstrating that they understand the concepts, but that they can apply them on their own. By performing and hearing their own compositions, students demonstrate complete ownership of these discussed skills, and have the rewarding experience of hearing their own hard work put to music.