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K-12 Performing Arts

Task 2: Instruction Commentary

TASK 2: INSTRUCTION COMMENTARY


Respond to the prompts below (no more than 6 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. You may insert no more than 2 additional pages of supporting documentation at the end of this file. These pages
may include graphics, texts, or images that are not clearly visible in the video or a transcript for occasionally inaudible portions.
These pages do not count toward your page total.

1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan
number.
[The lessons that are shown in the video clips are from lesson plan two and lesson plan three.
The first clip is from lesson plan two in the middle of the lesson. The second clip is from lesson
plan three in the beginning of the lesson. ]
2. Promoting a Positive Learning Environment
Refer to scenes in the video clips where you provided a positive learning environment.
a. How did you demonstrate mutual respect for, rapport with, and responsiveness to
students with varied needs and backgrounds, and challenge students to engage in
learning?
[I have demonstrated a positive learning environment and a strong rapport with the students
throughout the learning segment. The first example of this is in video clip one when I ask
students to respond to a video that they watched on a piece that they are rehearsing for a
concert. I established a positive learning environment by allowing students that want to voice
their opinion do so in this time. I ask the students if they have any other thoughts before moving
on to the next section in both the first video clip and the second clip. When the students give
responses, I respond in a positive manner towards them, as well as guide and mentor them
toward a deeper understanding of the concept as shown in the video clip one at that 2:20 mark.
I also show a positive learning environment by rephrasing a students response in a different
way so that students can hear two different ways to describe the same idea as shown in video
clip two at the 1:05 mark. I create mutual respect for the students by allowing them to voice their
opinions on topics related to the lesson. Giving the students eye contact when I am talking with
them is another form of mutual respect. This can be seen in both video clips numerous times. I
create a good rapport with the students by listening attentively to their questions. When they are
rehearsing, I give feedback to make the pieces sound better. It is clear that the students and I
have a great rapport because we can all have a good laugh and come right back to focusing on
the task. These elements are essential to my lesson because mutual respect and my rapport
with the students result in collaboration. There are many students who participate actively in my
learning segment that do not typically vocally participate in academic classes. For example,
Samantha, who has an Emotional Disability IEP, is often quiet in her other classes. As you can
hear from the videos she is an active participant in these lessons. In video clip two, lesson plan
three, the students shared their opinions on how to make the piece Truly Brave sound better
after watching the professional recording/video. I consolidated all of the responses so that there
were three overarching themes that the students created. Being responsive to the class
diversity and engaging the students to create a student list of phrasing possibilities was
important to the focus of the lesson, as well as creating class comradeship. This can be found
on video clip two at the 4:00 minute marker. Throughout my videos I differentiated my
responses to students to address the learning profile of the class. I demonstrated by repeating
and rephrasing students responses. I created a positive learning environment with a great
rapport in the classroom with responses like I love that idea and using their names when
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K-12 Performing Arts


Task 2: Instruction Commentary

addressing them. This can be seen in video clip two. All of these elements allowed me to create
a positive and friendly learning environment for the students.]
3. Engaging Students in Learning
Refer to examples from the video clips in your responses to the prompts.
a. Explain how your instruction engaged students in developing and applying

knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,


elements, organizational principles),

contextual understandings (e.g., social, cultural, historical, global, personal


reflection), AND/OR

artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual


choices).
[In lesson plan two, video clip one, I engage the students by developing artistic expression
through responding to videos of professional recordings of pieces they are rehearsing as seen
at the 3:05 mark. The question that I asked, What do we like about this recording that we can
incorporate in our own version? allows the students to give their opinions on what to
incorporate. When Marissa, Gabriella and Meera respond to the prompt it is clear that they are
actively engaged and developing their artistic expression by discussing their own individual
choices. I use the suggestions from these students in our rehearsal of this piece. In lesson
three, video clip two, students demonstrate their knowledge of musical terms by relating musical
terms that were learned during this learning segment to famous works of visual art. The one
student at marker 1:48 describes that each visual art piece relates to a song that we are working
on during class. This was a great demonstration that my students were using their contextual
understanding to connect the visual pieces to songs being rehearsed. The students used
vocabulary terms such as forte, dynamic, blending, pronunciation, legato, emotion, form and
mash-up to describe the visual art painting in relation to the musical pieces. The students also
demonstrated an artistic expression with knowledge when I asked them how they would change
it after rehearsing the piece. This strategy encouraged students to think independently, as well
as being able to critique. An example of this type of individual choice response can be found in
lesson plan two video one marker 7:25. When Gabriella answers the question, with everyone
breaths at the same time, I respond with How do we fix that and what is it called? I then have
all the students repeat the word staggered breathing. This is a great artistic expression that
was suggested by a student with an understanding of how breathing can change the dynamics
and tone of the piece. By facilitating her suggestion with the class it gave not only validation to
her idea but demonstrated class collaboration. In lesson three, video two, I develop the
students contextual understanding with using a cultural reference. I do this at marker 9:20. I
referenced Sarah Bareillas and how she energized her song during the recording that we
watched previously. The development of a cultural understanding by examining pop culture
music was a great way to relate to the students. It was a clear example of how the students
should interpret sound within this culture. Many students on the written assignment said they
wanted to have more ump and power behind this section of the song. I used this as one of
my overarching themes when I condensed their responses. This also relates to my central focus
of using phrasing in different ways in choral music. In this particular case, the students wanted
to hear less of a choral sound and more powerful Sarah Bareillas sound.]
b. Describe how your instruction linked students prior academic learning and personal,
cultural, and community assets with new learning.

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K-12 Performing Arts


Task 2: Instruction Commentary

[One of my instructional learning segments linked to my students prior cultural assets occurred
during my artful learning connection bridging knowledge of music phrasing to masterpieces in
art. In lesson plan three, video clip two at the very beginning of the clip, I asked the students
how we could describe visual arts using musical phrasing? In my lesson, I showed the students
4 masterpieces. The artwork I showed was; A Sunday Afternoon on the Island of La Grande
Jatte created by Georges Seurat, A Weeping Woman created by Pablo Picasso, The Starry
Night created by Vincent Van Gogh and Convergence by Jackson Pollock. The art ranged from
impressionist, cubism, post impressionist to abstract expressionism. The students recognized
some of the paintings, but many did not know the artist or name of the artwork. The artwork not
only represented different cultures, but different time frames as well as art form. Discovering
music connections to the artwork was not only a collaborative learning experience it was also
fun. Examples of students using musical phrasing to describe the artwork were how the colors
came together to create a beautiful picture aligned with sounds coming together to create a
beautiful sound, art described as forte, and how the picture looks crisp and defined, much like
the diction in one of our songs. Some of the connections the students made to this cultural
experience were also personal. One student commented that the paintings identified with
emotions within the songs. Another student actually aligned each song they were rehearsing to
a painting. New learning, as well as higher-level thinking was evident in this activity. The
students were able to interpret the artwork and creatively reflect their thoughts using the
knowledge and correct terms of phrasing. ]
4. Deepening Student Learning during Instruction
Refer to examples from the video clips in your explanations.
a. Explain how you evoked student performances and/or responses to support
students development and application of knowledge/skills, contextual understandings,
and/or artistic expression.
[In lesson two video one, I evoked student responses by having the students respond to
professional video of a piece they are rehearsing. I had a discussion with the students about
their first response from the video, what they noticed, what they enjoyed and what they disliked.
I asked the students to respond to my prompts about what phrasing ideas they would like to
take from the video and use in their rehearsal. This can be found in the beginning of video clip
one. These responses support the students with artistic expression for enhancing the piece. It is
beneficial to the students that we rehearse right after watching the video. The students have the
opportunity to give their opinion on what they would like to try. For example on marker 3:55 in
video clip one, Meera states that the dynamics need to be bolder for the altos in a particular
section. When we rehearsed the piece, I asked the students to focus on the section that Meera
thought we should duplicate. In video one at marker 4:35 I summarized what the students said
about their understanding of knowledge and skills from their responses of Salmo 150. I
explained to the students that their knowledge of phrasing has helped them reach the next level
in the music making process. In video two, lesson plan three, I used the suggestions that
students wrote down on their formal assessment to improve the choirs phrasing and sound.
These suggestions supported students artistic expression derived from the comparisons of the
professional video with their own choral music. For example, at marker 7:15 in video clip two, I
ask students how they thought they did when going through a particular section. Gabriella
stated that the second sopranos lost their note and power at a particular section. To support her
development of the skills of the second sopranos, we rehearsed this section with second
sopranos and altos. When this was solidified, we added back the soprano ones to create a great
and powerful sound that Gabriella proposed.]

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K-12 Performing Arts


Task 2: Instruction Commentary

b. Explain how you used modeling, demonstrations, and/or content examples to develop
students knowledge/skills, contextual understandings, and/or artistic expression for
creating, performing, or responding to music/dance/theater.
[I used modeling in video clip one, lesson plan two to demonstrate the sound that I wanted from
the students at the marker 8:15-9:15. I did small demonstrations of what I wanted to hear from
the students. I worked on a small section but rehearsed it many times. Each time I asked for
something different from the students. This was not to overwhelm them, but to develop multiple
music skills when performing. Students had the opportunity to respond to Salmo 150 in video
clip one, lesson two at the beginning the lesson. Then students responded to the prompts after
watching a professional recording of the piece Salmo 150. I used these video examples to
demonstrate to the students that there are multiple ways to interpret a piece of music. This
content example allows the students to respond, not only to the music, but also to the theatrics
behind a choral performance. One student at marker 2:27 in video one noticed that some of the
facial expressions by the performers were distracting. This was great to see the students
responding not only in musical terms but also in theatrical terms. Stage presence that this
student noticed was important because it brought to the classes attention what type of facial
expression we need to evoke as a choir to not look distracting to the audience. In lesson plan
two, video clip two, I used content examples of different visual art pieces to develop the
students understanding of artistic expression. By having the students think cross-curricular it
expanded and depended their understanding of artistic expression. I use these examples at the
very beginning of video clip two. I use modeling in lesson three, video clip two at marker 5:15. I
explained to students, using my words, and then using my voice demonstrating what is
expected from them at that time. This is developing students skills by not allowing chu during
what you and having a crescendo where it was asked.]
5. Analyzing Teaching
Refer to examples from the video clips in your responses to the prompts.
a. What changes would you make to your instructionfor whole class and/or for students
who need greater support or challengeto better support student learning of the central
focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[Although I thought my learning segment went very well and the students demonstrated an
understanding of the central focus, there were still changes I would make to enhance this
learning segment for future use. The first change I would make would be to give more
opportunity for individual and partner work. In my learning segment we had lots of discussions
with the entire Treble Ensemble. I enjoyed that the whole group can have a discussion. I would
have liked to have more individualized work so I could give more support to the students with
IEPs. I would have liked to have time to walk around to each student to check in once a lesson
to ensure they comprehended the lessons. If I had more time for the entire learning segment, I
would have divided lesson one into two days, lesson two into three days and lesson three into
two days. By extending each lesson by two or three times the amount of time I planned, I could
use the extra time to ensure each student was proficient on the lesson for that day. On lesson
one I would have the students fill out an exit slip on phrasing. The exit slip would have the
students give an example of phrasing. This would be a great informal assessment to see if the
lesson focus on phrasing was properly received from the students. For the lesson when I have
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K-12 Performing Arts


Task 2: Instruction Commentary

the students watch videos of professional groups performing the pieces, I would have the
students watch two or three different videos of the same pieces to increase exposure on the
different interpretations of the songs. I would have the students divulge into some music theory
and musical form. They would learn how a phrase is composed in musical theory terms. This
could be an extension lesson on phrasing. This might interest advanced students who want to
learn music theory on how to compose a phrase. Another extension lesson would be for the
students to create a phrase of their own or create a different interpretation of a phrase from
another musical piece. For future use, I will have the students take a pre-assessment. Then I
will document student growth between pre and post assessments. As seen in video clip one and
two, all of the discussions are between the students and myself. Although I had partner
discussions in my learning segment, I would like to use this strategy in my teach more. In video
clip two, the students respond to visual works of art in a discussion format. I believe if I
extended the learning segment, this would be a great spot for an informal assessment to
document the students understanding of the phrasing and the relationship between the two art
forms (music and art). ]
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
[One change that I discussed is allowing more days or more lessons for improved student
learning. Adding more quality time would give students additional learning opportunities to
understand phrasing with more depth. According to Collins, Brown, and Newman, the cognitive
apprenticeship theory presents that people learn from one another through observing, modeling,
and imitation. Increasing rehearsal opportunities, as well as class instruction time, students who
need additional reinforcement on their knowledge of phrasing will improve through increased
observation, modeling, and imitation. Another change that I discussed is having increased
opportunities for individualized and partner work. With these learning strategies, I would be able
to address their learning needs quicker. B.F. Skinners Operant Condition Theory states
behaviors that are reinforced will continue and behaviors that are punished will vanish. By
allowing the students more time to do independent work, as well as in pairs, I can reinforce the
students individually in a more positive manner. When I did the Think-Pair-Share activity in my
class, I noticed how my reinforcement with each pair helped their enthusiasm to continue and
generate ideas. Student learning increased using this strategy, which is why I would like to
continue and increase the usage of individual and small group work. The Elaboration Theory
founded by Charles Reigeluth, states that content to be learned should be organized from
simple to complex, providing a meaningful context in which other ideas can be integrated into
the lesson. Using Reigeluths theory, I would recognize students readiness level in the
knowledge of phrasing, and guide the student individually or small groups through simple to
more complex learning segments. For example, the students would end a lesson with an exit
slip each day. The following lessons to follow would be generated on the level of
comprehension the students demonstrated. The lessons would continually add more complexity
to the learning design.]

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