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.
[
Video 1 includes Lesson 2. Video 2 includes Lesson 3.
]
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?

[
These students are a rather chatty group, and regularly are even with my cooperating teacher.
In rehearsals with me, I use hand gestures to grab the students attention, such as at 4:04 in
Video 1. Students recognize this as a moment to settle down. Other students aid their
classmates by shushing them. Students also know that when I step up on the podium, they are
to quiet down and open their ears for instruction as shown in Video 1 at 1:50.
]
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

artistic skills (e.g., self-expression, creativity, exploration/improvisation)

knowledge (e.g., tools/instruments, technical proficiencies, processes, elements,
organizational principles)

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

[
Artistic Skills: Students are given opportunities to explore in transition periods between pieces.
This is their time to get set, as well as practice. Many students will play around on their
instruments during this time. Video 1 at 3:00.
Knowledge: Various questions are asked of the students to further their knowledge of music,
their instruments and elements.
Video 1 00:58, 1:10, 3:20, 3:22, 5:22
Video 2 00:38, 00:58, 6:12, 7:29
Contextual Understanding: Video 2 at 6:12 I explain to students how there are multiple
versions and interpretations of this melody, and they have probably heard these different
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
1 of 3 | 6 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.

Performing Arts
Task 2: Instruction Commentary

interpretations before. However, students need to pay attention to what is written to perform it in
our classroom.
]
b. Describe how your instruction linked students prior academic learning and personal,
cultural, and community assets with new learning.
[
Part of linking new and prior learning is repetition. There are multiple examples of repetition
throughout my lessons. Video 1 at 00:58, 1:06, 7:30. Video 2 at 2:42, 3:20, 5:00.
]
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 artistic skills, knowledge, and/or contextual
understandings.
[
A great deal of questions were asked to evoke student performances and responses to support
their development. Examples in Video 1 at 00:58, 1:10, 3:20, 3:22, 4:19.
]
b. Explain how you used modeling, demonstrations, and/or content examples to develop
students artistic skills, knowledge, and/or contextual understandings for creating,
performing, or responding to music/dance/theater.
[
I regularly used modeling throughout my lessons to demonstrate musicality, articulation, and
rhythm. Demonstration gives students a concrete example of what is expected, or provide and
example after and explanation. Examples in Video 1 at 1:25, and Video 2 at 2:06, 3:48, 4:07,
6:12.
]
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).
[
In Video 2 at 4:26, students were not quite getting the correct rhythms and notes. I wish I had
taken the tie to slow it down even more to get correct pitches, as well as to help them in
counting the rhythm out to play it correctly. The students were not waiting until after beat 4 to
play the 8th notes.
In general, I would change my overall approach. I would start with more questions and help
students self guide themselves to coming to conclusions.
]
Copyright 2014 Board of Trustees of the Leland Stanford Junior University.
2 of 3 | 6 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.

Performing Arts
Task 2: Instruction Commentary

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.
[
Autonomy is defined as the psychological need to experience self-direction in the initiation and
regulation of ones behavior (Deci & Ryan, 1985). There are various degrees of Autonomy, and
highly autonomous students are motivated by interest. Developing interest in the music
classroom is key in student motivation because student motivation is highly relied upon.
Students are expected to practice at home and master their parts on their own so when they
return to school, teachers can pull all the parts together to create an ensemble sound. I would
want to use more questions from the start of my lessons in order to generate student interest
and student motivation.
]

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

3 of 3 | 6 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.