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Performing Arts

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY


Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the central focus and purpose for the content you will teach in the learning
segment.
[
The central focus of this learning segment is 5/4 time. The purpose of this segment is to apply
all concepts of dynamics, phrasing, musicality, and rhythms to a 5/4 context. These students
have never experienced the 5/4 time signature, but are familiar with the tune.
]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address creating, performing, or responding to music/dance/theater by
applying

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)


[
STANDARDS
- 26.A.3c Music: Describe the processes involved in composing, conducting and performing.
o This standard addresses performance by applying their knowledge of musical
elements. Students will be asked to create a melody in 5/4 time. They will apply
their previous knowledge of musical components that go into compositions to
create their melody, while adding only one foreign element of a new time
signature.
- 26.A.3d Music: Read and interpret traditional music notation in a varied repertoire
o This standard addresses performance by applying their knowledge of musical
notation. Students will sight read through the piece after a brief explanation of 5/4
and must apply their knowledge to make their way through the whole piece.
- 26.A.2c Music: Classify musical sound sources into groups (e.g., instrumental families,
vocal ranges, solo/ensembles).
o This standard addresses responding by applying their knowledge of instrument
sounds and instrument families. Students will often be asked to identify the group
of instruments that play a specific theme or melody. They will classify sounds into
various different groups including melodies, harmonies, bass lines, and
countermelodies. Every instrument belongs to at least one of these groups, most
to multiple groups.
- 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or
instrumental part.
o This standard addresses performance and creativity by applying knowledge of
musical notation. Throughout the entire lesson segment, students will be
responsible for reading music every day during class in order to participate. The
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Performing Arts
Task 1: Planning Commentary

creativity is applied through self expression during each performance of the song
by applying articulations, dynamics, and proper intonation.
26.B.3c Music: Sing or play with expression and accuracy a variety of music
representing diverse cultures and styles.
o This standard addresses performance through the application of artistic skills and
knowledge to create a style. The application of certain dynamics, harmonies, and
articulations gives this spy themed piece a particular style. Students will play in
this style throughout the learning segment.

LEARNING OBJECTIVES
-

Understand the basic bass line groove and rhythm of the piece.
o This learning objective addresses performance by applying knowledge of
musical elements to identify the bass line and continuous groove of the piece.
Perform rhythms through clapping and counting.
o This learning objective addresses performance by applying knowledge of
rhythms and counting to successfully perform various rhythms throughout the
piece.
Apply rhythms to notes and within the context of the piece.
o This learning objective addresses performance by applying knowledge of
previous musical concept and the new concept of 5/4 time and merging them
together.
Observe and perform articulations written on music
o This learning objective addresses performance through knowledge of written
articulations and their functions within the context of the piece.
Understand the road map of the piece.
o This learning objective addresses performance by applying knowledge of
D.S. al Coda and Coda markings in music.
Observe and perform written dynamics and contrasts
o This learning objective addresses performance by applying knowledge of
written dynamics and how to perform them while maintaining a solid sound.
Perform the whole piece for retention of information.
o This learning objective addresses performance by applying knowledge of all
concepts and ideas addressed throughout the lesson and performing them all
together.
Understand and perform transitions between melodies.
o This learning objective addresses performance by applying knowledge of
musical notation and counting to correctly perform entrances, articulations
and dynamics.

]
c. Explain how your plans build on each other to help students in creating, performing, or
responding to music/dance/theater and in making connections to artistic skills,
knowledge, and contextual understandings.
[
Each plans builds on each other through performance to reinforce the concepts and ideas being
taught in the lesson. Each lesson starts with the same routine, warming up the instruments,
followed by a clapping and counting segment. This segment establishes a routine of clapping
and counting to solidify rhythms during performance. The rhythms change day to day depending
on the focus for that days segment on music. Each days lesson focuses on a different element
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Performing Arts
Task 1: Planning Commentary

of the music (articulations, rhythms, dynamics, transitions) and adds them on to the previous
days focus to build up to a performance ready level. Student reflection will aid in the building of
day to day segments.
]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
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).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[
Students can count various eighth note rhythms, can count to 5 in a repetitious cycle, can
perform call-and-response rhythms.
Students know what a time signature is, and can identify its components.
Students have not yet mastered counting and clapping rhythms in a 5/4 context, students have
not yet mastered phrasing in a 5/4 context.
]
b. Personal/cultural/community assets related to the central focusWhat do you know
about your students everyday experiences, cultural backgrounds, practices, and
interests?
[
Students have a variety of interests, some have seen the Mission: Impossible movies, others
know the main musical motor theme. The piece was one of several pieces selected by the
students to perform on their final concert. Students have a general interest in spy/action themes
and ideas as related to movies and TV.
]
3. Supporting Students Performing Arts Learning
Respond to prompts below (3ac). To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Task 1. In addition, use
principles from research and/or theory to support your explanations.
a. Justify how your understanding of your students prior academic learning and
personal/cultural/community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials. Be explicit about the connections between
the learning tasks and students prior academic learning, assets, and research/theory.
[
Scaffolding is defined as the guidance, support, and tutelage provided by a teacher during
social interaction designed to advance the students current level of skill and understanding.
Having an awareness of the students previous knowledge gives me as a teacher a basic
framework to build upon. I know my students know how to count to 5, they are used to call and
response techniques, and clapping and singing their parts. I would use this basics to create a
basic framework of 5/4 time.
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Performing Arts
Task 1: Planning Commentary

]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
Consider students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students.
[
The support of a scaffolding framework will aid all students in relating new topics with familiar
ones. For those with specific learning needs, multiple modes of the material being taught will be
available. This will help keep everyone engaged and accountable for the material.
]
c. Describe common student errors, weaknesses, or misunderstandings within your
content focus and how you will address them.
[
Common student errors will be to not wait long enough on long note rhythms because it feels
too long. I will address this by reinforcing counting and clapping the rhythms and by repetitions
of the correct melody. A student weakness will be to not have enough breath support to make
full phrases because the phrases are longer than they are used to. I will address this by doing
breathing exercises as part of warm up.
]
4. Supporting Performing Arts Development Through Language
a. Language Function. Identify one language function essential for students to learn the
performing arts knowledge within your central focus. Listed below are some sample
language functions. You may choose one of these or another more appropriate for your
learning segment.
Analyze

Compare/contrast

Describe

Explain

Express

Identify

Interpret

Perform

Summarize

Synthesize

[
Interpret: Students will need to interpret various components of the music. This language
function is most appropriate because students have all the tools they need in order to interpret
the music prior to the lesson segment. The key is to apply their pre-existing knowledge to this
new concept and interpret what that means for the piece. In 4/4 time, students know there are 4
quarter notes to a measure. Students also the construction of a time signature, where the
first/top number indicates how many beats are in a measure, and the second/bottom number
indicates what type of note-length gets the beat. Therefore they can apply that knowledge to 5/4
and determine how many beats, and what type of beat, construct a measure.
]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function. Identify the lesson in which the learning task
occurs. (Give lesson/day number.)
[
Day 1 students are given an initial formal assessment to listen to a professional recording of the
piece and follow along in their music. This combination of factors will aid students in interpreting
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Performing Arts
Task 1: Planning Commentary

the music and how it should be performed. Articulations and dynamics can be interpreted from
the written page, but listening to a recording also helps students reach another level of
musicianship. Students can hear phrasing, dynamic contrast, and the intensity of articulations.
Those components, particularly phrasing, cannot always be interpreted without hearing
examples first.
]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use:

Vocabulary and/or symbols


Plus at least one of the following:
Syntax
Discourse
Consider the range of students understandings of the language function and other
demandswhat do students already know, what are they struggling with, and/or what is
new to them?
[
Time Signature How the music is to be counted.
Crescendo A gradual increase in loudness.
Decrescendo A gradual decrease in loudness.
Forte A symbol indicating to play loud.
Piano A symbol indicating to play soft.
Conducting Pattern The pattern in which a conductor moves his baton to indicate the time
signature.
Phrase The duration of a musical line from beginning to end.
Articulations Markings above or below the note indicating how the note is to be played.
Accent A specific articulation that indicates an emphasis on a particular note.
D.S. al Coda Indicates the performer needs to go back to the sign and continue on to the
Coda.
The Sign A figure of an S indicating where the D.S. al Coda
Coda Closing section of a movement.
Syntax Example:
There needs to be more dynamic contrast throughout the phrase.
]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.

Describe the instructional supports (during and/or prior to the learning task) that help
students understand and successfully use the language function and additional
language demands identified in prompts 4ac.
[
Throughout the lessons, I will use the white board as an instructional support to help students
understand language functions and demands by writing the term on the board, the terms
definition, and/or other descriptors to help students better identify and relate the terms. I will also

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Performing Arts
Task 1: Planning Commentary

ask questions to aid in student understanding. Asking for similar words to one key word that are
descriptors of the language function or demand. For example:
Teacher: What does crescendo mean?
Student: Get louder!
Teacher: Should we get loud immediately?
Student: No, it should be gradual.
]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Task 1.
a. Describe how your planned formal and informal assessments will provide direct
evidence of students creating, performing, or responding to music/dance/theater by
applying artistic skills, knowledge, and/or contextual understandings throughout the
learning segment.
[
Informal assessments will provide evidence of knowledge through call and response
rhythms. Students will perform s rhythm that exemplified for them as well as read the rhythm on
the classroom board or on their personal music. The association between the call and response
and the rhythm printed in the music is direct contextual understanding.
In the formal assessment, there is opportunity for students to create their own music
within the context of 5/4. Students also apply their knowledge for what is necessary to write
down to communicate a musical idea thorough notation. The formal assessments also provide
evidence by responding to questions based off of their prior knowledge and listening skills.
]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider all students, including students with IEPs or 504 plans, English language
learners, struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students.
[
The planned assessments allow students with specific needs to demonstrate their learning by
allowing them time to answer the assessment. The assessment was handed out at the
beginning of the week, and due at the end of the week. This allotted time allowed students who
struggled with reading to take it home and have a parent, guardian or another teacher read it
with them. These assessments also engaged the ears as they were responses to listening
examples. Speaking to multiple sensors can help better engage students in activities. In case of
any students with gaps in academic language, the assessment was a free response, and could
be answered in a variety of ways. This allows students to express themselves with whatever
words they have in their knowledge base.
]

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