Standard One: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Rico's Pizza RestaurantLearning step by step is an important process in music. During my first student teaching placement at Baggaley Elementary, I working with the fifth grade on a unit called Rico’s Pizza Restaurant. It started with a five part ostinato, learned one part at a time. The next class the students learned the Pizza Rap, a unison part much longer than the two measure ostinato. The third class the student learned a simple melody Pizza Restaurant, primarily using Mi - Sol - La with expansion on Re and Do. The final class, students were able to put together each part and add orff instruments for a total of 11 parts in classes of 18-25. This means the some students were independent on their parts while some worked in pairs. The entire class, though, had to work together to create one unifying piece of developed music.
Patty DrumThe fourth grade classes at Baggaley Elementary did a musical experiences playing a form of patty cake with a partner except also utilizing a shared drum between the two. This experience was social in that each person throughout the forty minute lesson worked with every other class member. The learning of the rhyme incorporated cognitive and linguistic skills, to remember the rhyme and follow it’s prompts. The playing of the drum itself was a physical exploration and representation of the music. The ability for the students to add on to or create new patterns at the end of class provided creative expression.
Standard Two: Learning DifferencesThe teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Didadi
Didadi is a Ghanaian form of drumming and music making. Unlike most music made in Ghana, anybody is able to participate in Didadi drumming. The fifth grade students learned about the culture of Ghana but the most important relevant part to the classroom setting was that everyone is welcome, everyone’s’ ideas and everyone’s thoughts.
Didadi is a Ghanaian form of drumming and music making. Unlike most music made in Ghana, anybody is able to participate in Didadi drumming. The fifth grade students learned about the culture of Ghana but the most important relevant part to the classroom setting was that everyone is welcome, everyone’s’ ideas and everyone’s thoughts.
Second Grade Concert
As my student teaching project, I created a theme, chose music for, and held a second grade concert. My theme was" music from around the world". There were 5 total songs, 2 done as a group, and 1 for each of the three classes. Each song was performed in all or some of the original language. This allowed for representation of the heritage of the students as well as a chance to experience the music of other cultures. Music from Korea, Germany, France, Israel, and the Netherlands was represented. Because of the vast variety of the students, there were many adaptations made, such as the size of instrument played, which groups did movement, and who had instrument verses speaking parts.
As my student teaching project, I created a theme, chose music for, and held a second grade concert. My theme was" music from around the world". There were 5 total songs, 2 done as a group, and 1 for each of the three classes. Each song was performed in all or some of the original language. This allowed for representation of the heritage of the students as well as a chance to experience the music of other cultures. Music from Korea, Germany, France, Israel, and the Netherlands was represented. Because of the vast variety of the students, there were many adaptations made, such as the size of instrument played, which groups did movement, and who had instrument verses speaking parts.