Edtpa task 1 context for learning information

K-12 Performing Arts Task 1: Context for Learning Information

TASK 1: CONTEXT FOR LEARNING INFORMATION Respond to the prompts below (no more than 4 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: __X___ Other (please describe): _____ 2. Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)1 City: _____ Suburb: _____ Town: __X___ Rural: _____ 3. 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. [ South Albany High School (SAHS) is a public school in a town of about 53,000 people. It is one of two high schools (9th-12th grade) in the district. The school serves 1,325 students and has a classroom teacher FTE of 60.72, with a student/teacher ratio of 21.82. Of the 1,325 students, 650 of them are eligible for free/reduced-price lunch. There are 892 White students, 344 Hispanic students, 15 Asian/Pacific Islander students, 12 Black students, 12 American Indian/Alaskan Native students, and 50 students of two or more races. Of the school population, 657 students are male and 668 students are female. This class is representative of the school’s ethnic demographics, and one student in this class has an IEP and may need accommodations. ] 4. 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 classroom is set up with Wenger 4-step performance risers on the east side of the room and three rows of Wenger rehearsal chairs on the west side of the room. There are two practice rooms at the back of the classroom behind the chairs, along with two folder cubbies and two large bookshelves that line the back wall. In between the chairs and the risers are a podium and a piano, from which the teacher delivers most of their instruction. On the south side of the room there is a large flat-screen television with Apple TV capabilities connected to a sound board, which in turn is also connected to two mounted speakers; there is also a whiteboard mounted along the south wall. Along the north wall are three doors that lead to the choral library, a storage room, and the teacher’s office. During class, students store their backpacks underneath

1

If you need guidance when making a selection, reference the NCES locale category definitions

(https://nces.ed.gov/surveys/ruraled/definitions.asp) or consult with your placement school administrator.

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K-12 Performing Arts Task 1: Context for Learning Information

their chairs or along the walls. The choral accompanist works in the front office and will occasionally stop by throughout the term; during the week leading up to a concert, the accompanist will visit during every class. ] 5. 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. [ The music curriculum for choir in this district is fairly general and performance-oriented, aimed at developing and refining performance criteria as delineated in the Oregon School Activities Association / Oregon Music Educators Association / American Choral Directors Association Choral Evaluation, which is used by adjudicators at choral festivals throughout the state. The criteria are as follows: • Quality of Sound o Tone Quality o Intonation o Vowel Uniformity o Blend o Balance • Technique o Rhythm/Precision o Diction/Articulation o Facility o Preparation of Parts • Musicality o Interpretation/Style o Phrasing o Expression o Sensitivity o Dynamics • Other Factors o Choice of Music o Appearance Because of the emphasis on performance in the district curriculum, I will be expected to mainly teach concepts and skills related to vocal technique and choral performance.

The school choral music curriculum follows the district curriculum detailed above. Additionally, the school administration is encouraging all teachers to implement AVID (Advancement Via Individual Determination) strategies as part of a school-wide initiative. In following this, I will be expected to incorporate aspects of Focused Note Taking in my instruction. Focused Note Taking is a strategy promoted by AVID (Advancement Via Individual Determination) that emphasizes constant interaction with notes through review and annotation in order to promote content retention. Because of this, I will have to incorporate some sort of note-taking when teaching content. ]

About the Class Featured in this Learning Segment 1. How much time is devoted each day to performing arts instruction in your classroom? [ Every class (five 55-minute periods) is devoted to performing arts instruction. The specific class featured in this learning segment is “Women’s Choir”, a non-auditioned beginning-level choral class open to treble singers of all grades. The main objective of this class is to refine Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

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K-12 Performing Arts Task 1: Context for Learning Information

musical performance over the course of a term or year through the development of skills related to music literacy, individual vocal technique, and ensemble performance technique. Classes begin with warmups, where the teacher leads students through physical movements and stretches, followed by breathing exercises and vocal warmups aimed at practicing vocal techniques. Sight-reading exercises then follow, taken from 4-Minute Mastery by Northern Sound Press. The rest of the class period is then devoted to ensemble performance technique through rehearsal of musical literature. Students use Kodaly solfege syllables and Curwen hand signs when sight-reading and learning music. During rehearsal, the teacher instructs students in vocal technique and ensemble performance through direct instruction and modeling, which students then practice under supervision by the teacher. The teacher then provides specific and related feedback to refine students’ performance. ] 2. Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the title, publisher, and date of publication. [ Sight-reading: 4-Minute Mastery (Northern Sound Press, 2016) Selected literature: • “Where’re you walk” from Semele (George Frederick Handel; E.C. Schirmer Music Company) • Thula Klizeo (Joseph Shabalala, arr. Leanne Macdonnell; Pavane Publishing) • Widmung (Robert Schumann, arr. James Q. Mulholland; Colla Voce Music LLC) • Good News! (Chariot’s A-Comin’) (arr. Roger Emerson; Hal Leonard LLC) ] 3. List other resources (e.g., electronic whiteboard, recordings, videos, multimedia, online resources) you use for instruction in this class. [ Resources used for instruction in this class include: • Piano: used to give pitches, teach music by rote, and provide harmonic accompaniment • Podium: used to allow students to clearly see motions, gestures, and modeling by the person standing on it • Whiteboard: used to give written instructions and display symbols • Flat-screen television: used in conjunction with tablets or laptops in order to show visual media • Speaker system: used to play audio ]

About the Students in the Class Featured in this Learning Segment 1. Grade-level composition (e.g., all seventh grade; 2 sophomores and 30 juniors): [ 10 freshmen, 3 sophomores, 2 juniors, 4 seniors ] 2. Number of

 students in the class: __19___  males: ___0___ females: __19___ 3. Complete the charts 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 charts. 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., students with Copyright © 2016 Board of Trustees of the Leland Stanford Junior University.

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K-12 Performing Arts Task 1: Context for Learning Information

Individualized Education Programs [IEPs] or 504 plans, students with specific language needs, students needing greater challenge or support, students who struggle with reading, students who are underperforming or those with gaps in academic knowledge).

For Assessment Task 3, you will choose work samples from 3 focus students. At least one of these students must have a specified learning need. Note: California candidates must include one focus student who is an English language learner.2 Students with IEPs/504 Plans IEPs/504 Plans: Classifications/Needs Autism Spectrum Disorder

Number of Students 1

Supports, Accommodations, Modifications, Pertinent IEP Goals Visual schedule, sensory breaks, extra time on tests and assignments, alternate grade scale, reduction in assignments

Students with Specific Language Needs Language Needs N/A

Number of Students N/A

Supports, Accommodations, Modifications N/A

Students with Other Learning Needs Other Learning Needs N/A

2

Number of Students N/A

Supports, Accommodations, Modifications N/A

California candidates—If you do not have any English language learners, select a student who is challenged by academic

English.

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