Domain 3: Instruction

3a. Communicating With Students
3b. Using Questioning and Discussion Techniques
3c. Engaging Students in Learning
3d. Using Assessment in Instruction
3e. Demonstrating Flexibility and Responsiveness

Artifact 1

3B. Using Questioning and Discussion Techniques

Learning about Choral Scores

The artifact I chose was the daily objectives from a lesson taught in my second placement. This artifact shows that I can use questioning and discussion techniques that reflect my objectives. Our class was learning about choral scores and how to read them as well as understand the difference between ensembles sheet music. For example, one discussion point I introduced was the completed score for singers verse the simplified score used in instrumental ensembles.

I feel this is important because it allows students multiple opportunities to discuss and share their ideas and inquiries with the whole class instead of trying to get answers directly form the teacher. It also allows the students to ask for clarification if there is any confusion. This artifact demonstrates this because it promotes a deeper level of understanding and music appreciation.

Artifact 3

3D. Using Assessment in Instruction

Moh li hua

I chose this artifact to represent assessment in instruction because I could assess the students in a variety of ways to ensure a successful performance. This artifact comes from my first placement at the Elementary level. I taught a choral piece to the 4th and 5th grade choirs which taught them cultural music, Chinese in this case, as well as choreography and performance technique. In addition, I had select students as “dragon dancers” that would be dancing while the rest of the choir sang the piece.

I feel this artifact shows how diverse assessment can be in music and is a great example of how I managed to be well-rounded with my assessment and teaching of the subject.

https://www.youtube.com/watch?v=OdqSmHd9L14

Artifact 2

3C. Engaging Students in Learning

Ozuna song

I chose this artifact to represent student engagement in learning because the students wrote the poetry and assisted in composting the melody as well. This activity directly connected to the composition standard as well as demonstrating student performance. I began the lesson with a brain storm of ideas from as many students as possible, then the class voted on what they thought would like to sing about. After that was decided, the class and I worked together to create a melody line and either instrumentation to accompany or choreography.

This artifact demonstrates student engagement from the beginning steps to the final product with the performance video below. I feel it shows my understanding of how to engage students directly in their learning and give them a creative voice.