Standard 1: Knowledge of Subject Matter. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Rationale 1: These lessons were designed for Level 2 students (2nd and 3rd grade) as they begin to explore the musical styles of Blues and Jazz as the origins of Rock and Roll. With a large variety of activities to meet the learning goals, students will have learning experiences during class time to sing and play instruments in both musical styles for introduction to the style and background knowledge. Continuing to explore and gain knowledge, students will then have the learning opportunity to use online resources and information for both Blues and Jazz music. As a final assessment checkpoint of their understanding of the two styles before embarking on these as the springboard to Rock and Roll History, students will voice their supported opinion about one of the styles using Voicethread. If additional resources or extension activities are needed, a list of resources and activities are also included in detail along with modification options. These lessons with some modifications were used in the 2013-2014 school year.
While I have used similar lessons to introduce the styles of Blues and Jazz, this was the first time I had used these ideas in connections to the learning around Rock and Roll History and in a hybrid format. In my learning and preparation, I felt very equipped to facilitate the learning as I worked through compiling resources and information that is developmentally and age appropriate. With lessons tiered for understanding and ability, it was critical in my preparation that I truly understand how student learning of theses concepts would take place and develop. Including options and modifications for assessment responses was also a key factor for students to have meaningful connections to the work and learning that has taken place. In my development as a facilitator of learning, these lessons were a foundational piece for continued hybrid learning that would take place later in the year and have served as a format for future tiered lesson preparation.
KSD
1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
These tiered lessons and activities include numerous ways I am able to incorporate developmentally appropriate musical learning into a wide range of activities to meet the needs of all my learners. From large group, hands-on instrument sessions to discussion questions via an online platform that meet multiple standards not only for music but also technology and 21st Century Skills, these lesson typify the learning that takes place daily within the music room. With a balance of the “how” of music, as well as the “why” of music, students have the opportunity to become well-rounded life-long musicians.
1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings.
In these lessons, students have multiple ways of learning about two extremely influential musical styles that greatly effect much of the music we currently listen to, that being Blues and Jazz. Because these styles are typically not what most elementary students listen to on a daily basis, exposure to this music in multiple forms, performance/participation, listening, analyzing, and response, are just some of the ways students can connect to these somewhat unfamiliar styles. Offering quality recordings and authentic video and historical information is a key component in connecting this music to students today and through the use of technology, specifically in this example through the many links and learning management system platform, students have the opportunity to access these regardless of time or place.
1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
My goal is that my students can see everyday the love I have for music and the amazing effect it can have on lives through each note that is played and each melody that is sung. Especially evident in these lessons, I also make sure to include resources, information, links, etc., that I genuinely enjoy myself and would want to participate in and explore. I hope that through their music learning my students will reflect my enthusiasm and continue with the own wonder and curiosity.
Standard 1: Knowledge of Subject Matter. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Evidence1: EDT 672 – Tiered Lessons
Rationale 1: These lessons were designed for Level 2 students (2nd and 3rd grade) as they begin to explore the musical styles of Blues and Jazz as the origins of Rock and Roll. With a large variety of activities to meet the learning goals, students will have learning experiences during class time to sing and play instruments in both musical styles for introduction to the style and background knowledge. Continuing to explore and gain knowledge, students will then have the learning opportunity to use online resources and information for both Blues and Jazz music. As a final assessment checkpoint of their understanding of the two styles before embarking on these as the springboard to Rock and Roll History, students will voice their supported opinion about one of the styles using Voicethread. If additional resources or extension activities are needed, a list of resources and activities are also included in detail along with modification options. These lessons with some modifications were used in the 2013-2014 school year.
While I have used similar lessons to introduce the styles of Blues and Jazz, this was the first time I had used these ideas in connections to the learning around Rock and Roll History and in a hybrid format. In my learning and preparation, I felt very equipped to facilitate the learning as I worked through compiling resources and information that is developmentally and age appropriate. With lessons tiered for understanding and ability, it was critical in my preparation that I truly understand how student learning of theses concepts would take place and develop. Including options and modifications for assessment responses was also a key factor for students to have meaningful connections to the work and learning that has taken place. In my development as a facilitator of learning, these lessons were a foundational piece for continued hybrid learning that would take place later in the year and have served as a format for future tiered lesson preparation.
KSD
1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
These tiered lessons and activities include numerous ways I am able to incorporate developmentally appropriate musical learning into a wide range of activities to meet the needs of all my learners. From large group, hands-on instrument sessions to discussion questions via an online platform that meet multiple standards not only for music but also technology and 21st Century Skills, these lesson typify the learning that takes place daily within the music room. With a balance of the “how” of music, as well as the “why” of music, students have the opportunity to become well-rounded life-long musicians.
1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings.
In these lessons, students have multiple ways of learning about two extremely influential musical styles that greatly effect much of the music we currently listen to, that being Blues and Jazz. Because these styles are typically not what most elementary students listen to on a daily basis, exposure to this music in multiple forms, performance/participation, listening, analyzing, and response, are just some of the ways students can connect to these somewhat unfamiliar styles. Offering quality recordings and authentic video and historical information is a key component in connecting this music to students today and through the use of technology, specifically in this example through the many links and learning management system platform, students have the opportunity to access these regardless of time or place.
1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life.
My goal is that my students can see everyday the love I have for music and the amazing effect it can have on lives through each note that is played and each melody that is sung. Especially evident in these lessons, I also make sure to include resources, information, links, etc., that I genuinely enjoy myself and would want to participate in and explore. I hope that through their music learning my students will reflect my enthusiasm and continue with the own wonder and curiosity.