Performing Arts

Context for Learning Information

CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 3 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: _____
Middle school: _____
High school: _____
Other (please describe): __X Junior High (Grades 7 and 8)___
Urban: _____
Suburban: __X___
Rural: _____
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[
In this setting, there is one band teacher for both 7th and 8th grade. He teaches both ensembles
and all pull-out lessons. There are no special features or other teachers who come into the
classroom on a regular basis.
]
3. Describe any facilities considerations that might impact your instruction (e.g., equipment
needs, room layout/design, access to performance/practice space, instruments,
accompanist, storage).
[
The space is the school theater, which has its advantages and disadvantages. The space is
also the performance space for the students concerts of throughout the year. The acoustics of
the space work at a disadvantage during instruction. The sound bounces out into the theater,
but from the podium, projecting to the back of the room is a struggle. There are also various
room reservation issues that occur for after school activities and assemblies which cause a
disruption to teaching. Sometimes there is only a few days notice beforehand.
Most instruments are student owned or rented form local music stores. Larger instruments not
provided by stores are owned by the school and rented out to students. There are lockers in the
space available for medium and large sized instruments. Flutes, clarinets and oboes are
expected to store their instruments in their personal school lockers during the day.
]
4. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, performance schedules, or standardized tests.
[
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Performing Arts
Context for Learning Information

The curriculum set up by the cooperating teacher is performance and practice based. Students
are expected to work towards and practice their band music as well as work on fundamentals.
This assessment will take place at the beginning of the very last concert cycle, in which the
music is selected upon vote by the students. After that vote, the most appropriate selection for
this assessment will be given to me. The assessment will also be taking place the week
following the students spring break. Standardized testing has already occurred for the year.
]

About the Class Featured in This Assessment

1. How much time is devoted each day to performing arts instruction in your classroom?
[
There are 40 minutes (one period) a day devoted to each of two ensembles. Each ensemble is
based off of the grade level, not ability. Weekly pull-out lessons occur for each section of each
ensemble for 40 minutes. Overall, each day contains two ensemble periods, and 4 lesson
periods.
]
2. Identify any textbook or instructional program you primarily use for instruction. If a textbook,
please provide the title, publisher, and date of publication.
[
There is a regular warm-up book used for each grade level. 7th grade uses Warm-Ups and
Beyond published by The FJH Music Company Inc. in 2003. 8th grade uses I Recommend
published by Byron Douglas Publications in 1972 and now owned and published by Alfred
Music.
]
3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online
resources) you use for instruction in this class.
[
The biggest resource available is Smartmusic, a program which can record play back, and test
students on notes and rhythms of music. The program is available to the students at home, or in
school at two playing stations.
A whiteboard is also available in the classroom and is regularly used to post announcements
and the daily rehearsal schedule. A sound system is also available for amplifying a metronome
in the classroom, as well as to play recordings.
]

About the Students in the Class Featured in This

Assessment
1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors):
[
For this assessment, I will be focusing on the 7th grade ensemble.
]
2. Number of

students in the class: __56___

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The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.

Performing Arts
Context for Learning Information

males: __35____ females: __21___

3. Complete the chart below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. Some rows have been
completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports
or accommodations/modifications to instruction or assessment (e.g., English language
learners, gifted students needing greater support or challenge, students with Individualized
Education Programs [IEPs] or 504 plans, struggling readers, underperforming students or
those with gaps in academic knowledge).
Students with Specific Learning Needs
IEP/504 Plans:
Classifications/Needs
Food Allergy Life
Threatening
Task Management

Number of
Students
1

ADHD

Supports, Accommodations,
Modifications, Pertinent IEP Goals
Lunchroom Isolation, Specially handled
food in classroom party. Carries EPI pen.
Pairing cues for behavior, movement
breaks.
Extended time and assistance.

Anxiety

Movement breaks, Transition cues.

Mild Turrets

Resource class, cues and breaks.

Other Learning Needs

Struggling readers

Number of
Students
2

Gifted/Talented Students

Supports, Accommodations,
Modifications
Provide oral explanations for directions
and simplified text for resource
materials.
Supplemental material, additional
feedback and opportunities.

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

3 of 3 | 3 pages maximum
All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.