Teacher Work Sample

Amy Crystal Ogden TWSSenior Seminar Spring 2012

Dr. Devlin-Scherer & Professor Casola

Mount Olive Middle School 6th Grade

Subject: General MusicUnit: Genres of Music

1Wednesday, May 2, 2012

Chapter IContextual Factors


Community, District and school factors I am student teaching at Mount Olive Middle School. geographic location, It is located in Mount Olive (a town about 30 minutes from the Delaware Water Gap) New Jersey just off of Rt 46, on Wolfe Rd.

Other schools within the town are Sandshore school (an elementary school), and Mount Olive high school.

There are three different grades. There’s 6th grade, 7th grade and 8th grade.There are approximately 1,167 students within Mount Olive middle school. The socioeconomic status of Mount Olive is classified as GH.

In 2010 the percentage of students averaging at, or above proficiency in language arts literacy and math were as follows. 6th grade math ranked at 84%, and language arts literacy ranked at 77%. 7th grade ranked 87% proficiency in language arts literacy, and 75% in math. Lastly, in 2010 the 8th grade ranked 93% proficiency in science, 92% in language arts literacy, and 78% proficiency in math.

The Mount Olive middle school’s Mission statement is as follows. “I believe that what I am providing your child is a foundation. Many important skills that will be introduced this year will be ones that will be a part of your child's life forever. Not only are these skills academic but are social as well. I will be there to guide your child in a structured yet nurturing way which will help him/her to find success and become a life long learner. Each child is unique and different and learns in his or her own way. My job is to help find your child's way. I require the support of parents in order for me to be able to help your child to be successful. Homework and study skills are a reinforcement of what is taught in school and needs to be supported in the home. "In the end, we will preserve only what we love. we will love only what we understand, and we will understand only what we are taught."- Baba Dioum

PARENT RESPONSIBILITIES:Parents will provide a structured learning time and place for the child to complete their homework. Parents will sign the student’s agenda. Parents will assist with homework.Parents will maintain communication with the teacher to monitor their child’s progress. Parents will see that failing students attend the district’s recovery programs (Sunset High, Sizzle, Summer School, etc.) http://www.mtoliveboe.org/motsd/lib/motsd/SIX%20YEAR%20Plan%20Year%20Two.pdf ?4402Nav=%7C437%7C&NodeID=688

The teacher-student ratio at Mount Olive middle school is 11.7

collaborative and inclusion models,ACCESS Collaborative Process Case Monitor is assignedContact is made to the parent/guardian Case monitor gathers appropriate information and documentation http://www.mtoliveboe.org/motsd/lib/motsd/SIX%20YEAR%20Plan%20Year%20Two.pdf ?4402Nav=%7C437%7C&NodeID=688


http://www.mtoliveboe.org/motsd/lib/motsd/SIX%20YEAR%20Plan%20Year%20Two.pdf?4402Nav=%7C437%7C&NodeID=688








The Mount Olive schools have recently procured a new program that could be helpful to your child at home. The program, known as Odyssey, provides an online video-based tutor that can re-teach any topic at either MOMS or MOHS.http://www.mtoliveboe.org/mtolivems/lib/mtolivems/Parent%20Letter%20for%20CLO%20(Web%20version)%20for%20MOMS%20and%20MOHS.pdf ?5973Nav=|&NodeID=1036

Classroom Factors Mrs Saposnik’s class is a large chorus room with 6 rows of 12 music chairs. In the front of the class there’s an upright piano, two cabinets filled with African and South American percussion instruments, a media cabinet and a large white board. Her class room is big enough to have two areas for instruction. The first is the chorus area, but on the far end of the room there are about fifteen electric keyboards set up on tables that, all together, create a horseshoe shape. Within the horseshoe there is still enough room for another area for instruction. There are approximately twenty chairs set up in this smaller area, all facing in. The center of this area is large enough for students to each have a conga drum in front of them (for Mrs. Saposnik’s World Drumming class.) Technology in Mrs. Saposnik’s class is somewhat limited. There are desktop computers for teacher use only, and one laptop shared between five music teachers. We would use this laptop for presentations such as powerpoint, however, in order to use PowerPoint we would have to reserve an ELMO from the library in order to project the PowerPoint. In addition, Mrs. Saposnik has about fifteen electric keyboards in her classroom. She also has a CD player, and a cordless microphone headset to use in order to project her voice when she teaches her class of 80 students. Thankfully the music room is one of two, so the choir room does not have to share space with the band room. The choir room is rather large, and is split into two halves. The first half is the area where the choir sits, and on the far end of the room is the keyboard area. Within this area is also where the World Music drumming classes gather. Mrs Saposnik has two bulletin boards. One is right next to the white board in the front of the class room, and the other bulletin board is on the wall next to the door where students exit the classroom. On these bulletin boards Mrs. Saposnik has pinned inspirational and motivational posters, as well as posters explaining rudiments of music. Mrs Saposnik’s room has white walls that are decorated with posters that she created, and laminated herself. There are also posters that display the rudiments of music theory. She also has about 80 choir chairs that are a maroon color.


http://livepage.apple.com/




Learning Environment The choir’s sheet music is organized with color-coded folders. Blue is the color used for all of 6th grade, yellow is reserved for the 7th graders, and red folders are used for the 8th graders. These folders are kept separated on shelves next to where the students enter the room. Mrs Saposnik’s other classes do not require that she distribute sheet music, but rather large drums such as congas. These are stored in a back room, which can be accessed by going through the music office. These drums are stored neatly against the wall (in order to avoid anyone tripping.) Students are grouped together in the choirs based on their singing range. Tenors (the boys) are asked to all sit together (usually up in front of the class, so they are not tempted to cause mischief.) Altos (lowest female singers) usually all sit together to the left of the choir area, and sopranos (highest female singers) usually sit together in the middle of the choir. Mrs. Saposnik’s drum class is broken up into two groups The schedule for Mrs Saposnik’s classes are broken up into two separate days, A days, and B days. These two alternate every other day. Although the students in each class alternate, the classes remain the same. 1st period is World Drumming, 2nd period is in school suspension, 3rd period is our prep time, 4th period is a general music class (in which I’m teaching my TWS), 5th is our lunch break, 6th period is 7th grade choir, 7th period is 6th grade choir, and 8th period is 8th grade choir. Behavior management is a continuous struggle, especially in the choir classes (in particular, the 6th grade choir which consists of 78 students!) One of the ways we manage these classes is by using a microphone, so as not to strain our voices. For the most part, the kids care if they are misbehaving, so a simple reminder pertaining to what is appropriate usually helps. The rules of the classroom stress respect for teachers, classmates, and instruments. There is no gum chewing, running, language, food or drink allowed either. Routines for the world drumming class require that students begin by going to get their drum. The general music class does not have a routine. The students are only expected to sit down upon entering the class, and await instruction. Lastly, the routine for the choir classes are all the same. They are all expected to get a music folder, and sit down. methods that promote social interaction and a safe and respectful learning environmentStudent interaction is the very nature of performing together. When the drum class is performing an ensemble or a call and response, they are interacting. The same is true when the choirs perform. Students are treated fairly at all times. No one is favored, and everyone has equal opportunity to perform special music. In the choirs there are many solos in various pieces of music, and students take turns performing these solos. In the other two classes students are chosen at random to participate, and everyone is encouraged to do so. Student participation is crucial in all of Mrs Saposnik’s classes. Grading is based on attendance as well as participation. If a student does not participate in choir by singing, or in world drums by drumming, that student’s grade is lowered for that day. There is a high number of exceptional learners in all of Mrs Saposnik’s classes. It’s a delight to observe certain students who may not excel in other classes, and throughly enjoy participating in their music classes. There are some exceptional students who have more musical instinct than some of their classmates. Most students who are in Mrs Saposnik’s music classes are there because they have a desire to be musical. Therefore, we are constantly giving instruction based on cause and effect. Cause and effect such as, “sit up straight, and your breath control will produce the best possible sound,” or “if you want to write music, it is imperative to study the components that make up music.” Mrs Saposnik is a strong believer in correcting her students, but quickly following it with a compliment. She always tells me that it is important to correct mistakes, but equally important to encourage them to try again. Encouraging students to try again is better accomplished if they are aware of their strengths.


Student Characteristics The students in the class that I’m teaching my Genres in Music (my TWS) unit range from ages 12-13 The group of students I am teaching this unit to are broken up into two different days, A day, and B day. On A day I have 17 boys and 7 girls. On B day I have 11 boys and 4 girls.

In my Genres of music class on A day there are 17 caucasian students, 2 African American students, and 5 hispanic students. On B day there are 11 caucasian students, 1 African American student, 1 Asian student, and 2 hispanic students. special needs, On A day there are 9 students classified as having a special need, and on B day there is only 1 student classified. achievement, So far my class has achieved much! We have completed an introduction to various genres... most of which were unknown to my students. The goal is to increase their ability to listen to music, and gain an educated understanding of what characteristics are indicative of each genre. developmental levels,This is a general music class, therefore there are various developmental levels. Some students have a working knowledge of music and genres, and some only have what they’ve heard on the radio as a point of reference. There is a rich incorporation of diverse culture within this unit plan. Since we are focusing on different genres, there are many opportunities to introduce other cultures as well. We will be studying Brazilian jazz, as well as jazz in general, opera (this introduces a wide variety of languages), and reggae. All the students in my class (both A days and B days) speak English fluently. However, (as stated before) they will be exposed to various languages. Thankfully all my students are interested in music. However, it is my goal to increase their span of musical interests. So far they have conveyed an interest in rap, hip hop, pop and rock. Hopefully I will be successful in encouraging them to pursue more than just these. The students in my class have various talents. Some play instruments, and provide an educated perspective to group discussions.

The very act of learning music encompasses all learning styles. Students listen to music samples (aural), they read the lyrics/sheet music (visual), and collaborate in creating their own simple songs (kinesthetic). The students all have different skill levels, and therefore requires that I create lessons that both challenge students who are musically inclined, and are achievable for students who are not. Instructional Implications

As stated before, I need to take into consideration the various abilities of my students. Some play instruments, and some do not. Therefore, I am creating a unit that challenges the more musical and the less experienced. My assessment is based on class participation, and projects that allow certain students to go farther than required. Students will also work in pairs often. I will consider all my students diverse abilities when pairing them together.


Chapter IIGoals and Objectives


Genres of Music Objectives

Unit: Genres of Music Grade Level: Grade 6 Subject: General MusicUnit: Genres of Music Grade Level: Grade 6 Subject: General MusicUnit: Genres of Music Grade Level: Grade 6 Subject: General MusicUnit: Genres of Music Grade Level: Grade 6 Subject: General MusicObjectives New Jersey Core Curriculum Content Standard National Standards: Music Level of Thinking: Bloom’s Taxonomy

1.Students will be able to identify genres by listening for particular factors that determine each individual genre.

Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

NA-ME. 6 Listening to, analyzing, and describing music.

ComprehensionSynthesis

2.Students will be able to identify folk music by listening for a “storytelling” theme, as well as instruments indicative of an area. They will also write their own folk song.


NA-ME.4. Composing and arranging music within specified guidelines.

ComprehensionApplicationKnowledge

3.Students will be able to identify rock based on instrumentation, vocal stylings, and guitar effects, as well as create their own guitar effect combination.

Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

NA-ME.9. Understanding music in relation to history and culture.

KnowledgeSynthesisAnalysis

4.Students will be able to identify reggae, and create their own reggae rhythms.



ComprehensionAnalysis

5.Students will be able to identify rap by it’s rhythm and chant style of lyrics. After doing so, students will be able to rap short phrases from poems, accompanied by a rhythm created by them as well.

Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

NA-ME.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

SynthesisComprehension

6. Students will be able to identify opera, and participate in a deliberation based on an operatic storyline.


NA-ME.6. Listening to, analyzing, and describing music.

Synthesis Evaluation Knowledge

7. Students will be able to recognize jazz, and do a compare/contrast between two different versions of one tune, as well as do a reading for meaning on one jazz tune.


NA-ME.7. Evaluating music and music performances.

Comprehension Analysis

8. Students will be able to draw musical elements from various genres to create their own unique genre.



Synthesis

Knowledge


Chapter II Graphic OrganizerGenres in Music Unit

6th Grade General Music

Goals Standards Objectives

The goal for this unit is that students will recognize the difference between one genre and another, identify key characteristics of each genre we examine, and gain a respect and appreciation for genres students may not be familiar with. Overall, students should gain a broader span of musical tastes, and learn to seek out music that is not necessarily mainstream. Furthermore, students will become active listeners, rather than passive listeners.


Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.


*Students will be able to identify genres by listening for particular factors that determine each individual genre. *Students will be able to identify folk music by listening for a “storytelling” theme, as well as instruments indicative of an area. They will also write their own folk song. *Students will be able to identify rock based on instrumentation, vocal stylings, and guitar effects, as well as create their own guitar effect combination. *Students will be able to identify reggae, and create their own reggae rhythms. *Students will be able to identify rap by itʼs rhythm and chant style of lyrics. After doing so, students will be able to rap short phrases from poems, accompanied by a rhythm created by them as well. *Students will be able to identify opera, and participate in a deliberation based on an operatic storyline. *Students will be able to recognize jazz, and do a compare/contrast between two different versions of one tune, as well as do a reading for meaning on one jazz tune. *Students, based on their acquired knowledge, will be able to combine musical elements from each genre, and create their own unique genre.


TWS Chapter IIIDesign of Instruction


I chose to design my pre-assessment the way I did based on the level of understanding the children demonstrated in regard to identifying different genres in the 1st pre-assessment.

The 1st part of the pre-assessment was given in the music room. The students were instructed to list on a piece of paper numbers 1-16. They were told that each number represents a track of music that would be played. Each track would represent one of seven listed genres. The eight genres were classical, opera, jazz, R&B, rock, hip hop, reggae and folk music.

At Mount Olive Middle School the students rotate every other day with block scheduling. They are categorized and grouped by two letters, A day and B day. On A days there are 21 students in my general music class, and on B Days there are 13 students. Both days combined make a total of 34 students who took the pre-assessment.

Modifications that were required were to repeat directions, give preferential seating, extend time, refocus students when needed, check for understanding early in assignments, and give positive feedback.

The pre-assessment was given in two parts. The first part was a genre identifying quiz. Students were asked to list numbers 1-16 on a piece of paper, they were then shown a list of seven different genres they could use to make their choices. I then explained that I was going to play 30 seconds to a minute of each of the 16 listening samples I had arranged. The genres I chose to sample from were classical, jazz, opera, hip hop, R&B, reggae, and folk. I scored their results by giving 6.25 points for each of the 16 tracks that were correctly answered, for a total of 100 points. The second part of the pre-assessment was an assignment to write a paragraph describing what 5 elements each student would use from 5 DIFFERENT genres in order to create their own unique genre. I gave 10 points to each of the 5 elements students listed, and 10 points to each of the genres they specified each element was taken from. In total this would add up to 100 points. However, given that music is often graded on aesthetic characteristics, I awarded an extra 5 points to any student that showed an advanced creative concept for their created genre.


Part I Genre Identification Pre Assessment ❖ Listed below are 16 lines, one line for each of the 16 listening examples you will hear. For each track you hear, please label

what genre you believe it to be. On line one you will label track one’s genre etc. You have 8 different genres to choose from. Jazz, Rock, Opera, Classical, Reggae, Hip Hop, R&B, and Folk.

❖ 1.

❖ 2.

❖ 3.

❖ 4.

❖ 5.

❖ 6.

❖ 7.

❖ 8.

❖ 9.

❖ 10.

❖ 11.

❖ 12.

❖ 13.

❖ 14.

❖ 15

❖ 16.


5/1/12 12:23 AMYour Rubric: Music In History & Cultures : Rubric Genre Identifying Pre/Post Assessment

Page 1 of 1http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&

RubiStar

Rubric Made Using:RubiStar ( http://rubistar.4teachers.org )

Music In History & Cultures : Rubric Genre Identifying Pre/PostAssessment

Teacher Name: Ms. Ogden

Student Name: ________________________________________

CATEGORY 4 - Above Standard 3 - Meets Standard 2 - Approaching Standard 1 - Below StandardListens todifferenttypes ofmusicrespectfully

Student always listensattentively andrespectfully to music fromanother time or culture.

Student usually listensattentively andrespectfuly to music fromanother time or culture.Never distracts othersfrom listening.

Student usually listens respectfulyto music from another time orculture, but movements or talkingdistracts others.

Student does not listenrespectfully.

Recognizesdifferentmusicalstyles

After instruction, studentcan identify the genresfor all 16 listeningsamples of music withoutassistance.

After instruction, studentcan identify the genresfor 10-15 of the listeningsamples of music withlittle or no assistance.

After instruction, student canidentify the genres for 5-9 of thelistening samples of music withlittle or no assistance.

Cannot identify music bytime/culture withoutsignificant assistance.

Facts -Composers

When asked to namefamous composersassociated with aparticular genre, thestudent can name 2composers and at least 1work by each.

When asked to namefamous composersassociated with aparticular genre, thestudent can name 2composers.

When asked to name famouscomposers associated with aparticular genre, the student canname 1 composer.

The student is unable toname composersassociated with anyparticular genre.

Facts -Instruments

When asked to speak orwrite about musicalinstruments or stylesassociated with aparticular time period orculture, the studentpresents severalaccurate facts, with noinaccurate orquestionable facts.

When asked to speak orwrite aboutmusicalinstruments or stylesassociated with aparticular time period orculture, the studentpresents 1-2 accuratefacts, with no inaccurateor questionable facts.

When asked to speak or writeaboutmusical instruments orstyles associated with a particulartime period or culture, but alsoincludes 1 or more inaccurate orquestionable fact.

Student cannot talk orwrite accurately aboutthe instruments or stylesassociated with aparticular time period orculture.

Date Created: May 01, 2012 04:21 am (UTC)

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David B

Zamir

John

Jose

Jorge

Isabella

Henry

Tiyanna

Alexys

Michael

Kaileigh

David M

Aidan

Luke M

Lauren

Ashley

Luke O

Thomas

Matthew

Josh

Carl

0 25 50 75 100

Genre Identifying Pre-Assessment A Day Students

A Day Students Pre-Assessment Graph


A Day Students Genre Identifying (part II) Pre-

Assessment Table

Student Genre IdentifyPre-

Assessment 100

ESL IEP Ethnicity Gender

David B 50 Yes Yes Hispanic Male

Zamir 81 No No African American

Male

John 96 No No Caucasian Male

Jose 69 No No Hispanic Male

Jorge 75 No Yes Hispanic Male

Isabella 75 No No Caucasian Female

Henry 88 No Yes Caucasian Male

Tiyanna 50 No Yes African American

Female

Alexys 69 No Yes Caucasian Female

Michael 81 No No Hispanic Male

Kaileigh 94 No No Caucasian Female

David M 69 No Yes Caucasian Male

Aidan 88 No No Caucasian Female

Luke M 88 No No Caucasian Male

Lauren 88 No No Caucasian Female

Ashley 88 No No Caucasian Female

Luke O 69 No No Caucasian Male

Thomas 75 No Yes Caucasian Male

Matthew 81 No Yes Caucasian Male

Josh 81 No Yes Caucasian Male

Carl 81 No Yes Caucasian Male

Average 78


B Day Students Pre-Assessment Part I Graph

Tyson

Fylnn

Griffin

Alfonso

Alexander

Lorenzo

Brendan

William

Robert

Michael

Julia

Samantha

Hannah

0 25 50 75 100

Genre Identifying Pre-Assessment B Day Students


B Day Students Genre Identifying Pre-Assessment Part I TableStudent Genre Identify

Pre-Assessment 100


Tyson 94 No No Caucasian Male

Flynn 38 No Yes African American

Male

Griffin 94 No No Caucasian Male

Alfonso 69 No No Asian Male

Alexander 88 No No Caucasian Male

Lorenzo 63 No No Caucasian Male

Brendan 75 No No Caucasian Male

William 56 No No Caucasian Male

Robert 56 No No Asian Male

Michael 50 No No Caucasian Male

Julia 63 No No African American

Female

samantha 44 No No Caucasian Female

Hannah 81 No No Caucasian Female

Average 67


A and B Day Female/Male Students Genre Identifying (part I) Pre-Assessment

Male Students Genre IdentifyingPre-Assessment

100

David B 50

Zamir 81

John 96

Jose 69

Jorge 75

Henry 88

Tyson 94

Michael 81

Flynn 38

David M 69

Griffin 94

Luke M 88

Alfonso 69

Alexander 88

Luke O 69

Thomas 75

Matthew 81

Josh 81

Carl 81

Lorenzo 63

Brendan 75

William 56

Robert 56

Michael 50

Average 74

Female Students Genre IdentifyingPre-Assessment

100

Julia 63

Samantha 44

Hannah 81

Isabella 75

Tiyanna 50

Alexys 69

Kaileigh 94

Aidan 88

Lauren 88

Ashley 88

Average 74


Part II, Original Genre Paragraph Pre AssessmentIn the space below I would like you to write a paragraph about the different music styles and elements you would use to create your own unique genre. Think about as many different combinations of genres as you can. Try and combine at least 5 different musical elements from 5 different genres in order to create your own. Each is worth 10 points, for a total of 100 points.


4/30/12 11:54 PMYour Rubric: Music In History & Cultures : Creating an Original Genre of Music Pre/Post Assessment


RubiStar


Music In History & Cultures : Creating an Original Genre of Music Pre/PostAssessment


Student Name: ________________________________________






Recognizesandincorporates5 DifferentMusicalGenres

Student draws from atleast 5 different genres tocompose a new, uniquegenre.

Student draws from atleast 4 different genresto compose a new,unique genre.

Student draws from at least 3different genres to compose anew, unique genre.

Student draws from 1-2different genres tocompose a new, uniquegenre.

Incorporatesvariousinstrumentsandrecognizesthe origin ofeachinstrumentfrom eachgenre

When asked to writeabout musicalinstruments or stylesassociated with aparticular time period orculture, the student usesat least 5 differentinstruments from 5different genres, with noinaccurate orquestionable facts.

When asked to writeabout musicalinstruments or stylesassociated with aparticular time period orculture, the student usesat least 4 differentdifferent instrumentsfrom 4 different genreswith little-to-noinaccurate orquestionable facts.

When asked to write aboutmusical instruments or stylesassociated with a particular timeperiod or culture, the student usesat least 3 different instrumentsfrom 3 different genres, with fewinaccurate or questionable facts.

When asked to writeabout musicalinstruments or stylesassociated with aparticular time period orculture, the student uses1-2 different differentinstruments fromdifferent genres, withsome inaccurate orquestionable facts.

Analyzeshow musicfitstime/culture

Accurately describesseveral dominantelements of musicassociated with aparticular time period orculture and can relatethem to other elements inthat time or culture..

Accurately describes acouple of dominantelements of musicassociated with aparticular time period orculture and can relatethem to other elementsin that time or culture.

Accurately describes 1-2dominant elements of musicassociated with a particular timeperiod or culture.

Has difficulty describingany dominant elementsof music associated witha particular time periodor culture.

- PleaseChoose -


David B

Zamir

John

Jose

Jorge

Isabella

Henry

Tiyanna

Alexys

Michael

Kaileigh

David M

Aidan

Luke M

Lauren

Ashley

Luke O

Thomas

Matthew

Josh

Carl

0 25 50 75 100

Original Genre Pre-Assessment A Day StudentsA Day Students Pre-Assessment Part II Graph


A Day Students Orignal Genre Pre-Assessment (Part II) TableStudent Original

GenrePre-Test 100


David B 50 Yes Yes Hispanic Male

Zamir 70 No No African American

Male

John 75 No No Caucasian Male

Jose 90 No No Hispanic Male

Jorge 75 No Yes Hispanic Male

Isabella 100 No No Caucasian Female

Henry 90 No Yes Caucasian Male

Tiyanna 80 No Yes African American

Female

Alexys 10 No Yes Caucasian Female

Michael 50 No No Hispanic Male

Kaileigh 50 No No Caucasian Female

David M 50 No Yes Caucasian Male

Aidan 50 No No Caucasian Female

Luke M 80 No No Caucasian Male

Lauren 90 No No Caucasian Female

Ashley 100 No No Caucasian Female

Luke O 45 No No Caucasian Male

Thomas 50 No Yes Caucasian Male

Matthew 50 No Yes Caucasian Male

Josh 75 No Yes Caucasian Male

Carl 70 No Yes Caucasian Male

Average 67


B Day Students Original Genre Pre-Assessment Part II Graph

Tyson

Fylnn

Griffin

Alfonso

Alexander

Lorenzo

Brendan

William

Robert

Michael

Julia

Samantha

Hannah

0 25 50 75 100

Original Genre Pre-Assessment B Day Students


B Day Students Original Genre Pre-Assessment (Part II) Table

Student Original GenrePre-Assessment

100


Tyson 70 No No Caucasian Male

Flynn 60 No Yes African American

Male

Griffin 85 No No Caucasian Male

Alfonso 70 No No Asian Male

Alexander 45 No No Caucasian Male

Lorenzo 95 No No Caucasian Male

Brendan 60 No No Caucasian Male

William 50 No No Caucasian Male

Robert 90 No No Asian Male

Michael 60 No No Caucasian Male

Julia 40 No No African American

Female

samantha 30 No No Caucasian Female

Hannah 50 No No Caucasian Female

Average 62


A and B Day Female/Male Students Original Genre (part II) Pre-Assessment

Female Students Original GenrePre-Assessment

100

Julia 49

Samantha 30

Hannah 50

Isabella 100

Tiyanna 80

Alexys 10

Kaileigh 50

Aidan 50

Lauren 90

Ashley 100

Average 61

Male Students Original GenrePre-Assessment

100

David B 50

Zamir 70

John 75

Jose 90

Jorge 75

Henry 90

Tyson 70

Michael 50

Flynn 60

David M 50

Griffin 85

Luke M 80

Alfonso 70

Alexander 45

Luke O 45

Thomas 50

Matthew 50

Josh 75

Carl 70

Lorenzo 95

Brendan 60

William 50

Robert 90

Michael 60

Average 67


TWS Chapter IV Pre/Post Assessment (In Two Parts)

Part I Genre Identifying Part II Original Genre Paragraph


I modeled the post test to bring students to a point where they were now experts on the topic of musical genres.

Part I of the post-assessment (Genre Identifying) was created to be identical to the original format. I kept each track (tracks 1-16) identical to the original order of genres, but this time I chose different songs and artist to represent each genre. For example, in the pre-assessment track 1. was the genre of classical music, and the piece was Prokofiev’s “Romeo & Juliet”, but in the post-assessment, while the genre was still classical, the piece was Mozart’s Piano Sonata in F.

Part II of the post-assessment was to write the same paragraph depicting what 5 musical elements students would take from what 5 different genres to create their own unique genre. This time, however, students had a clear understanding of each genre, and could define their explanation accurately. As a final project students were able to transform their paragraph into a real composition using the music software Mixcraft 5. They selected their pre-chosen 5 musical elements from the 5 genres specified, and combined their 5 elements in one track using loops.

The goal for this unit is that students will recognize the difference between one genre and another, identify key characteristics of each genre we examine, and gain a respect and appreciation for genres students may not be familiar with. Overall, students should gain a broader span of musical tastes, and learn to seek out music that is not necessarily mainstream. Furthermore, students will become active listeners, rather than passive listeners.

The post-assessment was given under the same condition as the pre-assessment was given. In order to clarify any misunderstandings, I read the directions aloud.

I gave the instructions verbally, as well as wrote them on the white board. There was no time limit for either part I nor part II of the post-assessment.

The post-assessment was scored the same way as the pre-assessment. For part I (genre identifying) I scored their results by giving 6.25 points for each of the 16 tracks that were correctly answered, for a total of 100 points. For part II (original genre paragraph) I gave 10 points to each of the 5 elements students listed, and 10 points to each of the genres they specified each element was taken from. In total this would add up to 100 points. However, given that music is often graded on aesthetic characteristics, I awarded an extra 5 points to any student that showed an advanced creative concept for their created genre.


Part I Genre Identification

❖ The students were instructed to list on a piece of paper numbers 1-16. They were told that each number represents a track of music that would be played. Each track would represent one of seven listed genres. The eight genres were classical, opera, jazz, R&B, rock, hip hop, reggae, and folk music.


Part I Genre Identification Post Assessment ❖ Listed below are 16 lines, one line for each of the 16 listening examples you will hear. For each track you hear, please label

what genre you believe it to be. On line one you will label track one’s genre etc. You have 8 different genres to choose from. Jazz, Rock, Opera, Classical, Reggae, Hip Hop, R&B, and Folk.

❖ 1.

❖ 2.

❖ 3.

❖ 4.

❖ 5.

❖ 6.

❖ 7.

❖ 8.

❖ 9.

❖ 10.

❖ 11.

❖ 12.

❖ 13.

❖ 14.

❖ 15

❖ 16.


5/1/12 12:23 AMYour Rubric: Music In History & Cultures : Rubric Genre Identifying Pre/Post Assessment


RubiStar


Music In History & Cultures : Rubric Genre Identifying Pre/PostAssessment


Student Name: ________________________________________






Recognizesdifferentmusicalstyles

After instruction, studentcan identify the genresfor all 16 listeningsamples of music withoutassistance.

After instruction, studentcan identify the genresfor 10-15 of the listeningsamples of music withlittle or no assistance.

After instruction, student canidentify the genres for 5-9 of thelistening samples of music withlittle or no assistance.

Cannot identify music bytime/culture withoutsignificant assistance.

Facts -Composers

When asked to namefamous composersassociated with aparticular genre, thestudent can name 2composers and at least 1work by each.

When asked to namefamous composersassociated with aparticular genre, thestudent can name 2composers.

When asked to name famouscomposers associated with aparticular genre, the student canname 1 composer.

The student is unable toname composersassociated with anyparticular genre.

Facts -Instruments

When asked to speak orwrite about musicalinstruments or stylesassociated with aparticular time period orculture, the studentpresents severalaccurate facts, with noinaccurate orquestionable facts.

When asked to speak orwrite aboutmusicalinstruments or stylesassociated with aparticular time period orculture, the studentpresents 1-2 accuratefacts, with no inaccurateor questionable facts.

When asked to speak or writeaboutmusical instruments orstyles associated with a particulartime period or culture, but alsoincludes 1 or more inaccurate orquestionable fact.

Student cannot talk orwrite accurately aboutthe instruments or stylesassociated with aparticular time period orculture.

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‘A’ Day Student’s Pre/Post Assessment Genre Identifying Results

Student Genre IdentifyPre-Test 100

Genre Identify Post Test 100


David B 50 69 Yes Yes Hispanic Male

Zamir 81 100 No No African American Male

John 96 100 No No Caucasian Male

Jose 69 88 No No Hispanic Male

Jorge 75 94 No Yes Hispanic Male

Isabella 75 100 No No Caucasian Female

Henry 88 94 No Yes Caucasian Male

Tiyanna 50 81 No Yes African American Female

Alexys 69 81 No Yes Caucasian Female

Michael 81 94 No No Hispanic Male

Kaileigh 94 81 No No Caucasian Female

David M 69 75 No Yes Caucasian Male

Aidan 88 88 No No Caucasian Female

Luke M 88 81 No No Caucasian Male

Lauren 88 100 No No Caucasian Female

Ashley 88 94 No No Caucasian Female

Luke O 69 94 No No Caucasian Male

Thomas 75 81 No Yes Caucasian Male

Matthew 81 63 No Yes Caucasian Male

Josh 81 88 No Yes Caucasian Male

Carl 81 100 No Yes Caucasian Male

Average 78 88


David B

Zamir

John

Jose

Jorge

Isabella

Henry

Tiyanna

Alexys

Michael

Kaileigh

David M

Aidan

Luke M

Lauren

Ashley

Luke O

Thomas

Matthew

Josh

Carl

0 25 50 75 100

Genre Identifying Pre-Assessment A Day StudentsGenre Identifying Post-Assessment A Day Students


B Day Student’s Pre/Post Assessment ResultsStudent Genre Identify

Pre-Assessment 100

Genre IdentifyPre-Assessment

100


Tyson 94 88 No No Caucasian Male

Flynn 38 44 No Yes African American Male

Griffin 94 100 No No Caucasian Male

Alfonso 69 94 No No Asian Male

Alexander 88 88 No No Caucasian Male

Lorenzo 63 100 No No Caucasian Male

Brendan 75 100 No No Caucasian Male

William 56 69 No No Caucasian Male

Robert 56 81 No No Asian Male

Michael 50 94 No No Caucasian Male

Julia 63 100 No No African American Female

samantha 44 69 No No Caucasian Female

Hannah 81 100 No No Caucasian Female

Average 67 87


Tyson

Fylnn

Griffin

Alfonso

Alexander

Lorenzo

Brendan

William

Robert

Michael

Julia

Samantha

Hannah

0 25 50 75 100

Genre Identifying Pre-Assessment B Day StudentsGenre Identifying Post-Assessment B Day Students


A and B Day Female/Male Students Genre Identifying (Part I) Pre/Post Assessment

Female Students Genre IdentifyingPre-Assessment

100

Genre Identifying Post-Assessment

100

Julia 63 100

Samantha 44 69

Hannah 81 100

Isabella 75 100

Tiyanna 50 81

Alexys 69 81

Kaileigh 94 81

Aidan 88 88

Lauren 88 100

Ashley 88 94

Average 74 89

Male Students Genre IdentifyingPre-Assessment

100

Genre Identifying Post-Assessment

100

David B 50 69

Zamir 81 100

John 96 100

Jose 69 88

Jorge 75 94

Henry 88 94

Tyson 94 88

Michael 81 94

Flynn 38 44

David M 69 75

Griffin 94 100

Luke M 88 81

Alfonso 69 94

Alexander 88 88

Luke O 69 94

Thomas 75 81

Matthew 81 63

Josh 81 88

Carl 81 100

Lorenzo 63 100

Brendan 75 100

William 56 69

Robert 56 81

Michael 50 94

Average 74 87


Part II Original Genre Paragraph

❖ The goal is for students to use their acquired knowledge from the unit, show that they clearly understand what elements are used within each genre to make the overal sound they hear, and take it a step further by becoming the creator of their own unique genre. This will be best illustrated by using the music software program Mixcraft5. However, the end result is prepared and molded with a paragraph to begin with.


Part II, Original Genre Paragraph In the space below I would like you to write a paragraph about the different music styles and elements you would use to create your own unique genre. Think about as many different combinations of genres as you can. Try and combine at least 5 different musical elements from 5 different genres in order to create your own. Each is worth 10 points, for a total of 100 points.


4/30/12 11:54 PMYour Rubric: Music In History & Cultures : Creating an Original Genre of Music Pre/Post Assessment


RubiStar


Music In History & Cultures : Creating an Original Genre of Music Pre/PostAssessment


Student Name: ________________________________________






Recognizesandincorporates5 DifferentMusicalGenres

Student draws from atleast 5 different genres tocompose a new, uniquegenre.

Student draws from atleast 4 different genresto compose a new,unique genre.

Student draws from at least 3different genres to compose anew, unique genre.

Student draws from 1-2different genres tocompose a new, uniquegenre.

Incorporatesvariousinstrumentsandrecognizesthe origin ofeachinstrumentfrom eachgenre

When asked to writeabout musicalinstruments or stylesassociated with aparticular time period orculture, the student usesat least 5 differentinstruments from 5different genres, with noinaccurate orquestionable facts.

When asked to writeabout musicalinstruments or stylesassociated with aparticular time period orculture, the student usesat least 4 differentdifferent instrumentsfrom 4 different genreswith little-to-noinaccurate orquestionable facts.

When asked to write aboutmusical instruments or stylesassociated with a particular timeperiod or culture, the student usesat least 3 different instrumentsfrom 3 different genres, with fewinaccurate or questionable facts.

When asked to writeabout musicalinstruments or stylesassociated with aparticular time period orculture, the student uses1-2 different differentinstruments fromdifferent genres, withsome inaccurate orquestionable facts.

Analyzeshow musicfitstime/culture

Accurately describesseveral dominantelements of musicassociated with aparticular time period orculture and can relatethem to other elements inthat time or culture..

Accurately describes acouple of dominantelements of musicassociated with aparticular time period orculture and can relatethem to other elementsin that time or culture.

Accurately describes 1-2dominant elements of musicassociated with a particular timeperiod or culture.

Has difficulty describingany dominant elementsof music associated witha particular time periodor culture.

- PleaseChoose -


‘A’ Day Student’s Pre/Post Assessment Results Student Original Genre

Pre-Assessment 100

Original Genre Post-Assessment

100


David B 50 85 Yes Yes Hispanic Male

Zamir 70 95 No No African American Male

John 75 95 No No Caucasian Male

Jose 90 95 No No Hispanic Male

Jorge 75 90 No Yes Hispanic Male

Isabella 100 95 No No Caucasian Female

Henry 90 90 No Yes Caucasian Male

Tiyanna 80 85 No Yes African American Female

Alexys 10 95 No Yes Caucasian Female

Michael 50 95 No No Hispanic Male

Kaileigh 50 90 No No Caucasian Female

David M 50 95 No Yes Caucasian Male

Aidan 50 100 No No Caucasian Female

Luke M 80 95 No No Caucasian Male

Lauren 90 95 No No Caucasian Female

Ashley 100 90 No No Caucasian Female

Luke O 45 90 No No Caucasian Male

Thomas 50 75 No Yes Caucasian Male

Matthew 50 90 No Yes Caucasian Male

Josh 75 90 No Yes Caucasian Male

Carl 70 85 No Yes Caucasian Male

Average 67 91


David B

Zamir

John

Jose

Jorge

Isabella

Henry

Tiyanna

Alexys

Michael

Kaileigh

David M

Aidan

Luke M

Lauren

Ashley

Luke O

Thomas

Matthew

Josh

Carl

0 25 50 75 100

Original Genre Pre-Assessment A Day StudentsOriginal Genre Post-Assessment A Day Students


B Day Student’s Pre/Post Assessment Results Student Original Genre

Pre-Assessment 100

Original GenrePost-Assessment

100


Tyson 70 100 No No Caucasian Male

Flynn 60 90 No Yes African American Male

Griffin 85 90 No No Caucasian Male

Alfonso 70 100 No No Asian Male

Alexander 45 85 No No Caucasian Male

Lorenzo 95 100 No No Caucasian Male

Brendan 60 85 No No Caucasian Male

William 50 90 No No Caucasian Male

Robert 90 95 No No Asian Male

Michael 60 85 No No Caucasian Male

Julia 40 90 No No African American Female

samantha 30 85 No No Caucasian Female

Hannah 50 95 No No Caucasian Female

Average 62 92


Tyson

Fylnn

Griffin

Alfonso

Alexander

Lorenzo

Brendan

William

Robert

Michael

Julia

Samantha

Hannah

0 25 50 75 100

Original Genre Pre-Assessment B Day StudentsOriginal Genre Post-Assessment B Day Students


A and B Day Female/Male Students Original Genre Pre/Post Assessment

Female Students Original GenrePre-Assessment

100


100

Julia 49 90

Samantha 30 85

Hannah 50 95

Isabella 100 95

Tiyanna 80 85

Alexys 10 95

Kaileigh 50 90

Aidan 50 100

Lauren 90 95

Ashley 100 90

Average 61 92

Male Students Original GenrePre-Assessment

100


100

David B 50 85

Zamir 70 95

John 75 95

Jose 90 95

Jorge 75 90

Henry 90 90

Tyson 70 100

Michael 50 95

Flynn 60 90

David M 50 95

Griffin 85 90

Luke M 80 95

Alfonso 70 100

Alexander 45 85

Luke O 45 90

Thomas 50 75

Matthew 50 90

Josh 75 90

Carl 70 85

Lorenzo 95 100

Brendan 60 85

William 50 90

Robert 90 95

Michael 60 85

Average 67 91


TWS Chapter VReflection


Before teaching this unit I had no concept of how a unit, from start to finish, has to have continuity. In teaching, I’ve always known that a focused lesson was essential, but I had only considered the short-term lesson, not long-term unit. In addition, I initially had the intent to write every lesson within the unit far in advance. On of the greatest lessons I learned is that no amount of planning will prepare me to know my students. I learned that I had to be flexible, and mold my lessons to the students needs as I learned what they were. The overall effect that teaching If I were to teach this unit again next year I would modify certain aspects within it. I would articulate my introduction to the unit with more clarity. I, myself, was unsure of the direction my unit was going. This is so partly because I did not know the students or their strengths/undeveloped skills, but even more so, I was not prepared to anticipate how well/intolerable each class would receive my unit. Now that I have a general idea how middle school students react to the content of my unit, I will be much more confident to present each lesson within it. In addition, My lesson plans have now been tested in real life, and I can go ahead and modify aspects within each lesson as needed, rather than question the validity of the entire lesson. In regard to classroom management, I would have given assigned seating as soon as I had an idea who could not sit with who. I found that the students who could not keep quiet in class were a great distraction to the rest of the class. I think I was apprehensive to uproot students where my cooperating teacher had placed them. As for my unit, I can clearly see areas where I poured out too much information at a time. My cooperating teacher pointed out to me that in one lesson (which I continually expanded into two) I could easily expand into an entire unit on its own. For example, in my lesson on jazz I could have examined each subgenre of jazz, bossa nova, big band, fusion etc. I found it surprising when I did the post assessment listening section that some students mistook folk music for reggae. I assume that it could possibly be that folk music was my first genre I introduced to my students, and I may not have clarified what folk music is enough for them to recall it in the end of the unit. I have always been interested in the Afro-Cuban drumming style. My first day of student teaching, in the first period, I was delighted to find that this particular general music class was focused on that drumming style. World Drumming is taught in two different periods, and by two different teachers. My cooperating teacher as well as the other drum teacher had gone to a week-long workshop for this class out of state. My cooperating teacher has given me a brochure so I too may one day go to this workshop.


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