Part 2: Instructional Design
1. Learning Strategies:
| Day/Date |
Objectives |
Instructional Strategies |
| August 21, 2008 |
The
students will complete a pre-test over the basic elements and background of the
piece, “The Cloths of Heaven”.
The
students will also solfege one voice line of
“The Cloths of Heaven” with 85% accuracy through partner and entire
class activities.
|
Unit Pre-test and Introduction Lesson |
| August 26, 2008 |
The
students will also write the solfege of the melody line of “The Cloths of Heaven” with 85% accuracy
through a solfege melody worksheet.
|
Unit Melody Lesson
Unit Melody Worksheet |
| August 28, 2008 |
The
students will create a rhythmic composition from a text excerpt of “The Cloths
of Heaven” with 85% accuracy.
The
students will clap difficult rhythmic passages with 80% accuracy to themselves
and neighbors.
|
Unit Rhythm Lesson
Unit Rhythm Worksheet |
| September 4, 2008 |
The
students will identify the different sections of the piece through its general
form.
The
students will successfully sing the rhythm and notes on the B section of the
piece with 85% accuracy, especially the meter change in measure 44.
|
Unit Form Lesson |
| September 25, 2008 |
The
students will display their personal feelings about the text and discuss how
that can be translated into a performance through the whole group.
The
students will use this discussion to further use the dynamics and other
expressive aspects of the piece in order to benefit the making of music.
|
Unit History & Diction Lesson
Composer & Poet Worksheet |
| October 2, 2008 |
The
students will display their personal feelings about the text and discuss how
that can be translated into a performance through the whole group.
The
students will use this discussion to further use the dynamics and other
expressive aspects of the piece in order to benefit the making of music.
| Unit Expression Lesson |
Explain how you included multiple learning strategies to address multiple student needs and learning styles.
I
used audio, visual and kinesthetic learning strategies to my lessons so
all learning needs would be addressed. For example, in the expression
lesson the students stood and presented their "cloths" special items
and then placed them on a posterboard. This applied to both the audio
and visual modalities. Another example is when we used the melody
worksheet the students first filled the worksheet out and then they
sang the solfege syllables they wrote down. This also applies to the
visual and audio learners. An example of kinesthetic learning is the
use of movement for the students to understand the form of the piece.
The students stood when they believed a different section of the piece
began or ended.
2. Adaptations and Modifications to Meet the Needs of All Students:
My
strategies are appropriate for the needs of the students in the
classroom. The context of the classroom is a smaller group of male and
female students. To accomodate any needs for reading and learning, I
provided the schedule of events on the board for every class period.
For students with any visual needs, larger print versions of the music
were always available. Copies of the lesson plans were also available
for any paras aiding student learning. To help students stay on task,
many activities allow for the students to interact with each other or
aid the teacher in order to keep focus and apply to their needs.
3. Active Inquiry, Student Centeredness, and Meaningful Student Engagement:
This
unit was relevant to the students because it applied to multiple
content areas as well as multiple periods in history. The composer is
still alive today, and the poet was from the 1800s. Students were
engaged in questioning the ideas of the unit through their worksheets,
group work, and as seen in the assessment portion of the unit, their
journal reflections. Using mulitple resources in the classroom also
provided the students with different areas of information for learning
and investigation.
4. Technology Integration:
Technology
was used in the unit to present information and examples for lessons.
In the expression unit, a cd player and sound system was used for the
students. The students used technology to work on their rhythmic
compositions if they wanted, as well as technology for resources in the
expression lesson and their final DVD and CD watching assessment at the
end of the unit.
5. Use of Community Resources Outside the School Environment:
One
use of community resources outside the school was the use of
performances of the text of the piece in different arrangements. For
example in the expression lesson, the students listened to another
arrangement of the poem performed by Bryn Terfel. Another example of
the use of the community's resources is the student's first performance
of the piece at UMKC. After their performance, a UMKC professor worked
with them upon improvement of the piece.