Standard Five: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Take Time In Life
Take Time In Life was a piece written based out of Ghana. The lyrics are “I was passing by, my brother called to me, and he said to me, you better take time in life, better take time in life, better take time in life, better take time in life, cause you’ve got far way to go.” We used these lyrics to interpret and relate to life in Ghana and how it applied to our classroom. This piece in conclusion involved singing, dancing, 3 Orff parts and 4 percussion parts, as well as guitar.
Take Time In Life was a piece written based out of Ghana. The lyrics are “I was passing by, my brother called to me, and he said to me, you better take time in life, better take time in life, better take time in life, better take time in life, cause you’ve got far way to go.” We used these lyrics to interpret and relate to life in Ghana and how it applied to our classroom. This piece in conclusion involved singing, dancing, 3 Orff parts and 4 percussion parts, as well as guitar.
Dance Evolution
With middle school chorus students we learned the song “Dance Evolution” which is a history of dance, including Elvis, N*Sync, The Village People, and music from Grease. We looked at each of the dances and how they have influenced the culture of today.
With middle school chorus students we learned the song “Dance Evolution” which is a history of dance, including Elvis, N*Sync, The Village People, and music from Grease. We looked at each of the dances and how they have influenced the culture of today.
Standard Six: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
THUMBS!
In class, I use the thumbs system. If I call for thumbs, the students understand to sit quietly and show me their thumb. Up means I understand and was able to demonstrate accurately what was asked
Middle means I understand the concept but have not yet performed accurately
Down means I do not understand and I did not perform accurately or at all
This allows me to quickly and silently asses the learning of students which is a challenge in a large choir.
In class, I use the thumbs system. If I call for thumbs, the students understand to sit quietly and show me their thumb. Up means I understand and was able to demonstrate accurately what was asked
Middle means I understand the concept but have not yet performed accurately
Down means I do not understand and I did not perform accurately or at all
This allows me to quickly and silently asses the learning of students which is a challenge in a large choir.
Warm Up Evaluation
Each day the choir does warm ups, and each day they change to increase challenge. This may be a change in words, or process. Each expands on the next. For example, We start with the "numbers". these numbers 1-8 correlate with the syllables Do-Do.
We start:
1 121 12321 1234321 123454321 12345654321 1234567654321 123456787654321
when this is mastered we add
8 878 87678 8765678 876545678 87654345678 8765432345678 876543212345678
Following this, we take away numbers and leave rests (in this case 3 becomes a clap)
1 121 12*21 12*4*21 12*454*21 12*45654*21 12*4567654*21 12*456787654*21
We also add Curwen Hand Signs diatonic Do-Do and have students follow the numbers with their appropriate hand signs at an increasing level of difficulty.
Each day the choir does warm ups, and each day they change to increase challenge. This may be a change in words, or process. Each expands on the next. For example, We start with the "numbers". these numbers 1-8 correlate with the syllables Do-Do.
We start:
1 121 12321 1234321 123454321 12345654321 1234567654321 123456787654321
when this is mastered we add
8 878 87678 8765678 876545678 87654345678 8765432345678 876543212345678
Following this, we take away numbers and leave rests (in this case 3 becomes a clap)
1 121 12*21 12*4*21 12*454*21 12*45654*21 12*4567654*21 12*456787654*21
We also add Curwen Hand Signs diatonic Do-Do and have students follow the numbers with their appropriate hand signs at an increasing level of difficulty.